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ANNUAL REPORT

OP THE

BOARD OF EDUCATION

OF THE

STATE OF CONNECTICUT,

PRESENTED TO THE

GENERAL ASSEMBLY, HAT SESSION, 1866,

TOGETHER WITH THE

ANNUAL REPORT OF THE SECRETARY OF THE BOARD.

HARTFORD:
PEESS OF CASE, LOCKWOOD AND COMPANY. .
1866.

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CONTENTS.

PAGE.

REPORT OF THE STATE BOARD OF EDUCATION, 5

REPORT OF THE SECRETARY OF THE BOARD, 17

REPORT.

I. Introduction,- - - - - - - -17

Summary of the Educational Statistics for the year, - - 19

II. SURYBY OP THB RESOURCES AND POPULATION OP CONNECTICUT, 21

Population, - - • - - - - 21

Emigration and Immigration, <• - - - 21

Resident Foreigners, - - - - - • 21

Decrease of Children, relatively, .... - 22

Wealth of the State, - 22

Amount of Improved Lands, - .... 23

Remarkable growth of Manufactures, .... 24

Reflections and Inferences, .---.- 25

m. Detailed Statistics op the Common Schools, 27

Number of Children, ...... 27

Number of Scholars, ------ 27

Average Attendance, ...... 28

Amount of Money raised for Schools, .... 32

Pay of Teachers, ----...36

New School-Houses, - - - - - 37

Text-Books, - - 38

Number of Graded Schools, ..... 38

IV. High Schools and Academies, * - - - 41

Endowments and Incorporations, .... 43
Town High Schools, ---....45

District High Schools, - - - ~ - .. 46

Higher Education in Towns enumerating 1,000 Children and more, 47

in smaller Towns, - - - 50

Y. The Nosmal School, ...... 55

General Principles respecting its Management, - - - 59

VI. The Sheffield Scientipic School, - - 61

VII. Colleges and Professional Schools, ... 62

VIII. Supplementary Schools, - " - - - 64

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IX. General Educational Influences,
Teachers' Institutes, ...
Other Educational Conferences, •
State Teachers' Association, -
Periodicals, ...

American Institute of Instruction, •
State appropriation for Libraries, -

page.
66
66
68
68
68
69
69

DISCUSSIONS.
X* Disadvantages of the existing District System; Sugges-
tions WITH REFERENCE TO TOWN ACTION AND CONSOLIDATION, 70

XL Necessity of looking after the Destitute and Neg-
lected; Employment of Children in Factories, - 81

XII. High Schools as an essential part of a good system of

Common Schools, .......89

XIIL Conclusion, -....-. 94

C
D.
E.
F.
G.

APPENDIX.

Miscellaneous Documents pertaining to Education, - 99

1. Papers Distributed by the Board the past year, 99

2. List of Local School Reports printed, - - - 99

3. Judge Sanford'8 Decision on Corporal Punishment, - - 100

4. Decimal System of Weights and Measures, - - -103

5. Prof. Camp's Report on Teachers' Institutes, • - 104
•6. School Libraries, - - - - - - 105

7. Terms of Admission to the Sheffield Scientific School, - 107

Documents respecting the Normal School, - • 108

1. Terms of Admission ; Terms and Vacations, - - 108

2. Historical Tables of Trustees and Instructors, - - -110

3. Prof. Camp's Letter of Resignation, - * - • 112

4. Number of Pupils and Graduates since 1850, - - 113

5. List of Graduates teaching in Connecticut in 1865, - • 114

6. Circular anfl Replies, - • - - - - 117

Letters from A. Pariah, H. E. Sawyer, H. B. Buckham, and
J. E. Barnes.

List of School Visitors»in thb several Towns, • • 125

Statistical Tables, arranged bt Counties and Towns, - 129

The School Laws in force in January, 1866, with an Index, 153

Extracts from the Reports of the Local School Visitors, 183

Index, - 227

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REPORT

Of the Board of Education of the State of Connecticut,
TO THE GENERAL ASSEMBLY.

The act approved on the twenty-first of July, 1865, by which the
Legislature of Connecticut created a Board of Education for the State
and defined its duties, requires said Board annually to lay before the
Legislature " a detailed report of all the doings of the Board, with such
observations upon the condition and efficiency of the system of popular
education, and such suggestions as to the best means of improving it,
as the experience and reflection of the Board may dictate." That
report is hereby respectfully submitted.

Scarcely nine months have elapsed since the Board were appointed
to their very responsible office, and by the statute made Trustees of the
Normal School and entrusted with the "general supervision and control
of the educational interests of the State." So large a field they could
not even become well acquainted with in all its parts in so short a
time. It is hoped, therefore, that some indulgence will be granted
them if they shall not seem in all respects to have accomplished an
ordinary year's work in their province. It is also to be said that in
these first months of their administration they have deemed it best to
move with great caution, using but a small part of the power given
them by the Legislature, and making no changes except where good
results were clearly promised. The report of their doings will there-
fore be brief.

The first meeting of the members of the Board was called by the
help of the telegraph on the day of their appointment, when no business

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of importance was transacted except that which the condition of the
Normal School made immediately necessary. The vacation which pre-
cedes the beginning of the school year had commenced, and it now
rested with the Board to take the necessary steps for the continuance
of the School. Mr. Camp was authorized to put the building in a
proper condition for the re-opening of the school, to provide fuel, and
make the ordinary announcements to the public respecting the admis-
sion of pupils in September.

At a meeting of the Board held August 12th, it was voted that all
the teachers then employed in the Normal School be requested to con-
tinue in their respective positions. This vote involved one important
change, for it gave to the institution the entire services of Mr. Camp
as Principal, whereas he had up to that time been chiefly occupied
with his duties as Superintendent of the Common Schools of the whole
State. The Board made this important addition to the teaching force
of the Normal School that they might meet the just desire of the Legis-
lature to increase its efficiency and success. Mr. Camp's long ex-
perience in training teachers, and his familiarity with all the relations
as well as with the management of the school, fitted him, in the judg-
ment of the Board, now that he was unincumbered with other public
duties, to give to the institution a new impulse, of which the good
results would soon be manifest.

At the same meeting, Mr. Daniel C. Gilman, who had recently
resigned his place as Librarian of Yale College, and was still dis-
charging some duties in the Sheffield Scientific School in New Haven,
was, without solicitation from any quarter, elected Secretary of the
Board. For several years previous he had devoted much attention to
the subject of popular education in Connecticut and elsewhere. Mr.
Gilman accepted the appointment, and has since labored constantly
and most efficiently in the cause of common school education in various
parts of the State and for the Normal School. His valuable and inter-
esting report to the Board is herewith transmitted as a part of the
report of the Board to the Legislature. Particular attention is called
to the various statistical tables in his report Similar tables have

/'"^"

been found in other States to be most efficient means of diffusing cor-
rect information and of awakening zeal.

The Normal School has occupied much of the attention of the Board
from the very day of their appointment It has been under con-
sideration at every meeting, and while the general interests of educa-
tion in the State have not been overlooked, this institution has rested
on their minds, as, at present, the chief burden of their responsibility.
The importance of a good school for the training of teachers for the
general progress of education in the State is now generally conceded.
Nor can it be doubted that Connecticut, which once took the lead of
the States in common school education, desires still to advance in per-
fecting and increasing the efficiency of her educational system. If she
owes ner eminence in influence and in material wealth to any cause
within her own control, it is doubtless to the fact that from the earliest
times she has been untiringly faithful in educating her children. And
if, taking a higher view of property, we may say that the great item
of wealth in a State is its citizens, and it is legitimate for communities,
by public enactments, to promote the general wealth, then it is cer-
tainly proper for the State to do what it can, within' reasonable limits,
for the promotion of education. For nothing more certainly adds to
the substantial value of the individual man than education — nothing
gives him greater power over his own faculties to apply them to
useful ends without waste — nothing else confers on him that versatile
use of those faculties, which, in the case of a multitude of New Eng-
land men, has made adversity only the stepping-stone to success.

In education, moreover, progress is essential to efficiency; and the
man who aspires after the unenviable notoriety of opposing it, will not
only win a lasting inheritance of shame for his name, but will, if suc-
cessful, damage the general prosperity.

The Normal School may be looked upon as the central point of the
general progress which is so much to be desired, and to that, as it has
been remarked, the Board have chiefly directed their attention thus
far. They have discussed at great length among themselves the
proper method of conducting such an institution; have considered
what is the main thing to be aimed at in it, whether the acquisition of

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the knowledge to be imparted by teachers, or the art or arts by which
such knowledge should be imparted ; the length of time which should
be spent in such a school, and the means which should be used to en-
force proper demands in this respect; the amount of literary acquisi-
tion to be required of candidates for admission ; the method of providing
for the material wants of the pupils while connected with the school,
and many other qu&tions which press themselves on their attention.
For the sake of obtaining light they have consulted many gentlemen
not connected with the Board, who were either interested in the school
itself or in the cause of public education. In November last they held
a consultation in New Britain with a large number of persons living
near the school, who, at the request of the Board, were invited by Mr.
Camp to be present, that it might be learned what the most constant
observers of the school might suggest respecting its management A
similar meeting was held a few days later in Hartford, when gentlemen
were present from different parts of the State. Others were, by
direction of the Board, consulted by the Secretary, who addressed to
them letters of inquiry asking their judgment on certain Specified
topics.

At a meeting held in December, the Board, in order to prepare
themselves still further for an intelligent exercise of their judgment in
the management of the institution, requested the Secretary and one of
their own number, attended by such others as might find it convenient,
to visit the normal schools of Massachusetts. This committee, who,
in their visit to the institution at Westfield, had been accompanied by
one other member of the Board, made a particular report of what
they had observed to the meeting held in New Haven on the 15th of
January following. At that meeting, after a prolonged consideration
of the whole subject, it was unanimously voted that the Secretary
inform Mr. Camp that the Board contemplated such a re-organization
of the school as might involve a change of teachers, and request him
to make this known to his associates.

Before the next meeting of the Board, which was held in March,
the Principal of the school and two of his assistants sent to the Sec-
retary a tender of their resignations, which were to take effect at the

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end of the term then current The Board at their meeting requested
Mr. Camp and Miss Marshall to remain in the service of the school
till the end of the year in July. But Miss Marshall preferred to make
an engagement to teach in Elmira, and soon after the recent vacation
began Mr. Camp informed the Secretary that his health required an
immediate and prolonged intermission of his public employments.
He sailed for Europe about the 24th of April. The Board would tes-
tify to the handsome manner in which Mr. Camp met all the questions
which came up during the year, and in the name of the State which
he has served so long would thank him for the service he has rendered
to the cause of public education.

In the emergency which arose on Mr. Camp's final decision, the
Executive Committee were fortunate in obtaining the temporary aid
of Isaac N. Carleton, A. M., who, being free from other engagements
as a teacher until September, consented to act as the successor of Mr.
Camp until the end of the school year in July. The place made va-
cant by the resignation of Miss Marshall, whom the Board would
gladly have detained longer at her post, is filled by Miss Craigin.

The Board have inquired much and carefully for a suitable person
to occupy permanently the position of Principal of the school.*
********

The expenses of the Normal School have been increased by the
change which made the entire salary of the Principal a charge on its
annual appropriation, whereas he had until this year had his salary,
with the exception of three hundred dollars, otherwise provided for by
the State. A slight increase of pay has also been granted to one or
two of the other teachers. The Board have also been under the ne-
cessity of incurring a considerable expense, amounting to $355.53, for
a new pavement in front of the school building. The financial year
ends on the 81st of March, and, therefore, covers only a part of the
administration of the Board thus far.

* A paragraph was here inserted in the report as presented to the Legislature,,
announcing that a gentleman had accepted the position of Principal of the Nor-
mal School. As he has since accepted a more lucrative offer, the paragraph re*
specting him is not printed.

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The sum total for the year, including the expenses incurred during
one term by the former Trustees, is $6,197.21.

The whole number of pupils who have been in attendance during
the year is as follows:

Ladies.

Gentlemen.

Total.

During the Summer Term,

During the Autumn Term,

During the Winter Term,

The number now in the school under the instruction of Mr. Carle-
ton, Mr. Bartlett, and Miss Craigin, is about sixty.

The Board have during the year exercised the authority conferred
on them by the Legislature to reject those candidates for admission
who on examination were found deficient in knowledge of the element-
ary studies in which they were examined. It is hoped that this
power of rejection which is now exercised will hereafter induce greater
efforts at preparation on the part of those who propose to become pu-
pils of the school.

The attention of the Board has been called to the evils which were?
said to attend the relation of the Normal School to the school of the
Central District of New Britain, but it has not seemed wise to dis-
pense with the advantage to be derived from model schools. They
have therefore made no change, except to request the district not to
rely on the pupils of the Normal School for help in teaching so far as
to diminish the number of teachers ordinarily employed for such
schools. This, it is believed, will prove advantageous for all con-
cerned.

The question of a boarding house for the accommodation of the
pupils of the Normal School has not yet reached a satisfactory solu-
tion. A committee, however, consisting in part of gentlemen of New
Britain, have the whole subject under consideration. The great diffi-
culty which .the pupils meet with in finding suitable boarding-
places makes this a subject of great practical importance.

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The Act of the Legislature gave the Board power to direct what
books should be used iafcll the schools of the State. Fortunately the
exercise of this power was not made compulsory, for the labor of
examining the multitude of school-books which were pressed on the
attention of the Board, and of deciding with deliberate judgment on
their comparative merits, would have been too great for a single yean
But in answer to the numerous letters of inquiry addressed to the
Secretary on this subject the following conclusions were reached at a
meeting held in October, and the Secretary was requested to embody
them in a circular to be distributed to School Visitors throughout the
State.

" In reply to the numerous inquiries as to the probable action of the
Board, the following preliminary statement is made :

1. The Board of Education is unwilling, in a matter of such grave
importance, embarrassed by such obvious difficulties, to act without
mature deliberation, and considerable time must necessarily elapse
before a definite conclusion is reached.

2. Until the Board does act, the power of deciding upon text-
books remains, as heretofore, with the School Visitors of the several
towns, or the local Boards of Education in the consolidated school
districts.

3. The Board, in the most emphatic manner, recommends that in
every town a uniformity of school-books be at once secured in the
public schools. Where there is any delay in securing this result, the
School Visitors should require that at least in every district only one
set of school-books be used. The practice which still prevails in so*u*«
towns of employing in the same district, and the same school, seve
books of the same grade, on the same subject, ought at once to be
broken up.

4. Whenever the Board does act in the matter of text boo 1
will probably be in an advisory and not in a compulsory manr

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tending gradually to introduce the best books without interfering too
much with local usages or preferment. At .any rate it it not likely
that hasty or radical changes will be made."

At an earlier meeting it was recommended to the several school
districts of the State to procure for every school a copy of the last
revised edition of Webster's Quarto Dictionary of the English Lan-
guage, which the publishers afterward agreed to furnish to the dis-
tricts at a very low price.

The Board have directed the printing of extra copies of that portion
of the revised statutes of the State which contains the laws pertaining
to schools, for distribution to school officers. The same appears as an
appendix to this report.

The school registers and other blanks required by law have been
prepared and distributed by the Secretary.

Teachers' Institutes have been held in the several counties as here-
tofore. To increase the benefits which may be derived from these
temporary labors for the instruction of teachers and for kindling anew
their zeal in their work, the Board would suggest that the Secretary
be allowed to use his discretion in extending the time during which
the several institutes may be held, and to meet the increased expense
by diminishing the number of institutes to be held during the year.
It is believed that they may be made the means of very great and
manifest usefulness to the general education of the State.

The Board would respectfully suggest to the Legislature the desira-
bleness of encouraging by some enactment the consolidation of districts
in the several towns. The. present mutual independence of eight or
. ten, or, in some cases, of more than twenty districts in a single town,
is adapted to prevent the establishment of graded schools, and in
general to check the progress of improvement in the education of the
children of the commonwealth.

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In conclusion, the Board would express their firm belief that the
present time is most favorable for devising and executing measures
which will tend to improve the common schools. It is their earnest
desire to cooperate with the Legislature, the local School Visitors and
District Committees, and the Teachers of the State, in efforts to pro-
mote the thorough education of the people.

WILLIAM A. BUCKINGHAM,
ROGER AVERILL,
THOMAS A. THACHER,
ELISHA CARPENTER,
ALFRED COIT,
GEORGE M. WOODRUFF.

New Haven, May 1, 1866.

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REPORT

or THE

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REPORT

or THE

? SECRETARY OF THE BOARD.

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SECRETARY'S REPORT.

To the Board of Education of the Stale of Connecticut:

Gentlemen : Having had the honor in August last of being
appointed Secretary of the Board of Education, an office in-
volving the superintendence of common schools, I entered at
once upon the duties of the post, and have endeavored during
the eight months which have since intervened to do all in my
power for the advancement of education throughout the State.
I have acted constantly under your instruction and guidance
in all doubtful cases, and I have derived great help from your
co-operation and support. While the Normal School has nat-
urally demanded a considerable share of your "attention, the
other educational interests of the State have been continually
brought before you, and various instrumentalities have been
employed with your sanction for the improvement of schools
of every grade. In accordance with the law I now submit to
you and through you to the Legislature the following report.
If there are any of our citizens who have looked for sudden
and remarkable improvements to be accomplished within the
year, they will probably be disappointed ; but it is hoped that
they and all other friends of education will find in the work
which is projected and in the recommendations which are
made, the assurance of early and decided progress.

It seems to me important at the present time to take a sur-
vey as comprehensive as circumstances will permit of the pres-
ent condition of public education in the State of Connecticut,,
in order that the Legislature and the Board of Education, to
which by an organic change in the law the caro of the Com-
mon Schools is now entrusted, may devise wise measures for
the maintenance and promotion of this important institution,
2

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and thus contribute to the advancement of intellectual and
moral culture in our ancient commonwealth.

For many years the opportunities have not been so favorable
as they are just now for uniting all classes in the community,
irrespective of creed, party, or nationality, in vigorous efforts
for the improvement of public education. Important questions
in respect to the abolition of slavery, on which the wise and
good have been for years divided, and which have tended to
separate even in the district school meeting those who should
always have stood united in liberal and progressive sentiments,
are now for ever settled. The war, which has absorbed since
1861 all the best forces of the State, has happily ended in the
establishment of the Union and the vindication of the princi-
ples of local self-government. The return of peace is charac-
terized not only at home, but in the national councils at Wash-
ington, and still more remarkably in the discussions which are
in progress throughout all the Southern States, by a lively de-
mand for the more thorough diffusion of public education as
indispensable to the support of a free republic. So likewise in
our own State* there are manifold indications of an educational
awakening. Spontaneous movements have begun in a number
of places for the improvement of the public schools. Propo-
sitions and suggestions of an important character are now un-
der discussion in most of the larger towns and villages. Every
where there are indications of a desire to consider all classes
of schools — from the simplest primary school to the professional
seminary — as parts of one harmonious system for the improve-
ment of the community. Under such circumstances it is not
surprising that the establishment of a central advisory and
administrative Board of Education has been received with
tokens of marked congratulation.

In accordance with the usage which has been observed by
my predecessors for a number of years, I now present a sum-
mary of the statistics for the year ending in August, 1865.
It seems proper to remark in this place that these returns are
only approximately correct. Every effort has been made to
secure accuracy so far as it could be secured by the Superin-
tendent of Common Schools and by the Boards of Visitors in

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-19

most of the towns. The exertions made by the last named
officials are deserving of grateful recognition. So, too, from
many of the districts careful returns have been received. But
in many school districts and in a few towns the value of these
figures is inadequately appreciated, and it is only by persistent
inquiry that the information is secured. For the current year,
blanks of a new form have been distributed, by means of
which it is hoped that the collection of returns will be facili-
tated. The local school visitors are advised that the law re-
quires from every district a faithful report on the state of the
schools as an indispensable condition for receiving the public
money.

SUMMARY OF STATISTICS,

Relating to the Common Schools of Connecticut, for the year

ending August 31*/, 1865.

Number of towns in the state, - - - 162

Number of towns which have made no returns, -

Number of school districts in the state, - - 1,623

Number of common or public schools, - - 1,662

Number of departments in public schools, - 1,991

Number of children between the ages of four and six-
teen years, January, 1865, - 114,825
Number of children between the ages of four and six-
teen years, January, 1866, - 118,812
Increase over previous year, 1865, - 3,987
Average number in each district between four and six-
teen years of age, January 1866, - - 74
Average length of winter school in weeks, - 18
Average length of summer school in weeks, - 17
Whole number of scholars registered in winter, - 78,149
Whole number of scholars registered in summer, - 71,603
Per centage of those enumerated registered in winter, 68
Average attendance in winter, ... 57,131
Average attendance in summer, - 51,751
Per centage of attendance in winter as compared with

number registered in winter, - - .73

Number in public schools over sixteen years of age, 2,544

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Number of male teachers in winter, - 655

Number of male teachers in summer, - 113

Number of -female teachers in winter, - 1,448

Number of female teachers in summer, - 1,959

Number of teachers who have taught the same school

two or more successive terms, - 1,074

Number of teachers who never taught before, - 558

Number of teachers who are reported as having attended

a Normal School, - 391

Average wages per month of male teachers, including

board, - - ' - - - - $49.00

Average wages per month of female teachers, including

board, ------ $22.61

Number of schools of two grades, - - - 113

Number of schools of three or more grades, - 73

Number of new school-houses erected during the year, 20
Number of school-houses reported 'good/ - 1,296

Number of school-houses reported 'bad/ - 310

Capital of School Fund, - - - 2,046,522.23

Revenue of School Fund distributed February 28th,

1865, $131,997.80

Revenue of School Fund distributed February 28th,

1866, - - .... - 136,471.94

Dividend per scholar from School Fund, 1865, - 1.15
Dividend per scholar from School Fund, 1866, - ' 1.10

Capital of Town Deposit Fund, - - 763,661.83

Revenue of Town Deposit Fund at 6 per cent., 45,819.71
Amount raised by town tax for schools, - 91,280.31

Amount raised by district tax for schools, - 201,066.38

Amount raised by tuition for schools, - 49,984.25

Amount raised from other sources for schools, - 39,782.79
Amount expended for new school-houses, - 62,353.50

Amount expended for repairs, - 29,515.87

Number of school-houses without outbuildings, - 177
.Number of school-houses with enclosed yards, - 246

Number of districts which have outline maps, - 883

Number of districts which have a school library, . 453

Number of districts which assess a tax on property, 291

No. of districts which receive tuition from resident pupils, 499

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H. EESOUKOES AND POPULATION OP OOKNEOTIOIIT.

Having presented this educational summary, I now propose
to add a few general statements in respect to the condition of
Connecticut, which may help to elucidate that which has gone
before, and may assist the reflecting reader in deducing various
important inferences and conclusions.

The population of Connecticut in 1860 was somewhat less
than half a million persons, or in exact terms, 460,147. Judg-
ing by the number of children enumerated in the school cen-
sus of January, 1865, the population had increased during the
five years subsequent to the national census about 62,000 per-
sons — that is to say, about thirteen per cent. — amounting iu
1865 to about 522,000 persons.

During the ten years previous to the census of 1860, Con-
necticut which has been famous more than half a century for
distributing her children over all tho Union, ceased to rank
among the States which are called " migrative," because they
send out more persons than they draw in — and took its position
among the States called "receiving," because they receive
more persons into their borders than they send away. But
our native born citizens are still enterprising and adventurous,
and are widely scattered through other parts of the country,
especially (as the census shows) in New York, Ohio, Massachu-
setts, and Illinois. Nearly half as many natives of the State
were resident elsewhere in the United States as were within
the limits of Connecticut in 1860. Somewhat more than one-
sixth of the actual residents of the State are of foreign birth,
and most of these are natives of Ireland. The proportion is
thus more exactly stated:.

Americans, - -

Irish, -
English, -

German, -

Other foreigners,

v Total, . - - - 100.

82.46 per

cent

12.05

1.93

1.85

1.71

Digitized by VjOOQIC

It is another curious fact that the relative number of chil-
dren in the State appears to have beeu steadily diminishing
for the last forty years. The earliest returns on this subject
begin in 1820, when the income of the School Fund was first
distributed in proportion to the number of children between
the ages of four and sixteen. In the following table may be
seen the number of children between those ages enumerated
in this State in the years when a census of the United States
has been taken. The ratio of the number of children to the
whole number of people is also given, and a glance will show
that the relative number of children lias diminished eight per
cent.

Children Enumerated in Connecticut.

Tear.
1820

Population.

275,202

Number of
children be-
tween 4 and

16 years.

84,179

Per cent, of
children to
population.

30.59

1830

297,675

85,006

28.55

1840

309,978

82,676

26.67

1850

370,792

90,700

24.46

1860

460,147

105,464

22.92

1865

[522,145]*

114,825

[22]*

» Estimate.

Let us next look for a moment at the wealth of the State.
Many persons will no doubt be surprised to learn that little
Connecticut stands ahead of all her sisters in the diffusion of
wealth. Not even Massachusetts and New York with their
large capital cities compare with Connecticut in the amount
of wealth proportioned to the population. Take the census
of 1860, divide up the reported amount of real and personal
property among the population, and it will appear that in Kan-
sas there is the least amount for each citizen, in Connecticut
the most. The following table, prepared by Professor H. A.
Newton, shows the order in which the several States take rank.
To account for the enormous wealth of some of the Southern '
States it should be borne in mind that in 1860 slaves were
counted as chattels. We have changed all that for the future.
The New England States stand in the following order: *

Connecticut, Rhode Island, Massachusetts, New Hampshire,
Vermont, and Maine.

Digitized by VjOOQIC

Amount of wealth in

proporlior

i to the whole population in the

- several United Slates, 1860.

Connecticut, -

- $966

Arkansas, -

0504

Louisiana,

850

Pennsylvania,

487

South Carolina,

- 779

New Hampshire,

484

Rhode Island,

775

New York,

- 475

Mississippi, -

- 768

Tennessee,

446

New Jersey,

696

Virginia,

- ' 434

Massachusetts,

- 662

Missouri, -

424

Georgia, -

611

Delaware,

- 412

Texas,

- 604

Indiana, -

392

Kentucky,

576

Vermont,

- 389

Oregon,

- 551

Iowa,

366

Maryland,

549

North Carolina,

- 361

California,

- 547

Wisconsin,

353

Florida, -

521

Michigan,

- 343

Illinois,

- 515

Maine, . -

303

Alabama, -

514

Minnesota,

- 301

Ohio, -

- 510

Kansas, -

292

Another view of the condition of the State may be taken by
comparing the number of acres of improved land with the
square miles of territory. Here, too, as in wealth, Connecti-
cut leads all other States; it is far in advance of those which
are in this respect most favored.

Number of acres of land improved for each square mile in the
several United States, 1860.

Connecticut, -

392

Kentucky,

- 228

Maryland,

321

Pennsylvania,

223

Ohio, -

317

South Carolina,

- 186

New York,

312

Virginia, -

186

Vermont, -

804

Tennessee,

- 151

Delaware, -

800

North Carolina, -

145

Massachusetts,

276

Georgia, - "

- 189

New Hampshire, -

255

Alabama, -

127

Rhode Island,

253

Mississippi,

- 109

Indiana, -

241

Missouri, -

Illinois,

■ 239

Maine,

Now Jersey,

234

Wisconsin,

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Iowa, -

67 Florida, -

Michigan, -

61 Texas,

Louisiana,

69 Oregon, -

Arkansas, -

87 Minuesota,

California,

13 Kansas, -

—

Another interesting fact is this, that the relative value of
the agriculture and manufactures of the state is changing.
The factories are gaining on the farms. Villages are absorb-
ing the wealth and the people of the country districts. The
change in ten years as shown by the census is very striking.
The capital employed in manufactures during that period,
increased from twenty-five to forty-five million of dollars, an
increase of eighty per cent. ; while the capital employed in
farming, increased during the same ten years, from eighty-
two to one hundred and four millions, — an increase of only
twenty-seven per cent. The following tables exhibit this and
several other collateral facts.

Capital and Labor employed in Manufacturing in Connecticut in
1850 and 1860.

Number
of Es-
tablish-
ments.

Capital.

Cost of
Material.

Hands em-
ployed.

Annual
cost of
Labor.

Annual
value of
Products.

Male.

Fem.

1850.

1860.

Increase,

( Increase

( per cent,

Decrease,

8,737
3,019

718

$25,876,648
45,590,430
19,713,782

.76,19

$23,608,971
40,909,090
17,300,119

.73

34,248

44,002

9,754

.28

16,488

20,467

3,984

.24

$12,435,984

19,026,200

6,590,216

.53

$47,114,585
81,924,556
34,809,970

.74

Capital employed in Agriculture in Connecticut in 1850 and 1880.

1850.

1860.
Increase,
| Increase
j per cent., I

Acres of Land.

Improv ed, Unimprov

in ed in

Farms. Farms.

Cash

value of
Farms.

Value of
farming
Imple-
ments and
Machin'y.

Value of

Live

Stock.

Total.

1,768,178 616,701 $72,726,422 $1,892,541

1,830,807 678,457 90,830,005 2,839,481

62,629 76,756 18,108,683 446,940 3,843,589 I 22,394,112

.0354 j .0938 J .25 | .24 J .51 | .27

$7,467,490 $82,086,453
11,311,079 104,480,665

Digitized by VjOOQIC

Any one familiar with the growth of such places as New
Haven, Hartford, Norwich, Meriden, Sprague, Willimantic,
Rockville and other manufacturing towns,— or with the
growth of our villages all along the Naugatuck and Quinne-
baug rivers, — not to mention other equally striking cases, —
must perceive that the interests and occupations of the peo-
ple of the state are undergoing great changes.

Conclusions and Inferences.
To these statistical lessons we may add a few historical
statements, too well known to require either proof or com-
ment, and by the combination we may draw up a sort of in-
ventory of our ability and resources.

1. Connecticut is the richest state in the Union, — i. e.,
she has the greatest wealth in proportion to population.

She can therefore afford to do what she pleases in the mat-
ter of public education.

2. Connecticut stands first in the amount of improved
land in proportion to area.

Farmers therefore as a class need not fear liberality.

3. Connecticut stands among the foremost in the variety
and value of her manufactured products, — and manufactur-
ing establishments are rapidly increasing in number and
wealth.

The labor of educated mechanics was never in such demand.

4. Connecticut has a large and increasing foreign popu-
lation, nearly one-sixth of her people having been born in
other lands, — nearly one-eighth of them in Ireland.

Nothing so soon supplants foreign ideas with American
principles as good public schools.

5. Connecticut has educated for the nation more men of
influence^ senators and representatives in congress, state
governors, clergymen, authors, college presidents, etc., than
any other state, in proportion to her population.*

Our schools and colleges deserve this credit.

* For some curious illustrations of this statement, see Dr. Bushnell's famous
11 Speech for Connecticut," reprinted lately In his " Work and Play ; " and consult also
an elaborate inquiry by Bey. I. N. Tarbox, printed in the New Englnndtr, for 1866.

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6. Connecticut is distinguished for the inventive genius
of her sous, and for their readiness in applying the principles
of science to the wants of art.*

The wide diffusion of education must have tended to pro-
duce this general power of discovery and contrivance,

7. Connecticut, in the earliest colonial days, established
a system of public schools, including at the outset high
schools, and subsequently a college.

All grades of schools should still be regarded as parts of
one system.

8. Connecticut, under the guidance of James Hillhouse
set apart more than half a century ago a fund for the en-
couragement of common schools, — and to this the prosperity
of the state has been largely duo.

Now that the fund is wholly inadequate to the necessities
of the state, it belongs to the present generation, by their
own willing contributions, to perpetuate in the future the
advantages we have inherited from the past.

These facts and reflections unitedly considered seem to
prove that our past enterprise in the business of public edu-
cation has contributed to the advancement of the state in all
the elements of prosperity, — in wealth, influence, reputation,
and the wide diffusion of comfort, intelligence, and morality.
We have lately been in danger of resting with too much
composure on our former acquisitions and accomplishments.
Our neighboring sister states have in many respects been
more alert than we. Many of the states at the West, which
we may fitly call our daughters, especially those which have
been strongly influenced by our past experience, are surpass-
ing us in their liberal endeavors to educate the people. It
is time for us to take our bearings.

* The names of Whitney, Fitch, Goodyear, Morse, Colt, Ames, and many other
distinguished inventors might be cited.

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m. DETAILED SURVEY OF THE OOMMQU SCHOOLS.
From these general comments on the condition of the state,
I proceed to discuss in detail the statistics of the Common
Schools.

NUMBER OP CHILDREN IN THE STATE.

The number of children between the ages of 4 and 16
years, in the month of January, 1866, was 118,812, which is
nearly 4,000 more than the number enumerated in January,
1865, and 6,467 more than the number enumerated in Janu-
ary, 1864. If the ratio of the children to the entire popula-
tion remains about the same as it was in 1860, say 22 per
cent., the population of the state is now about 522,000. As
the school returns are made up for the year ending in Au-
gust, 1865, it is obviously proper that all comparisons and per
centages should likewise be based on the enumeration of
1865.

NUMBER OF CHILDREN IN THE COMMON SCHOOLS.

Many more children go to school in winter than in sum-
mer, — about eight per cent. more. The registers have
recorded 78,149 scholars in winter schools, and 71,603 in sum-
mer. Taking the larger of these figures, (the winter attend-
ance,) we see that the public schools the . past year
appear to have actually taught 68 per cent, of the children
of the state. This figure is probably a little too high, — in
consequence of the number of scholars above 16 years of
age. There are reported 2,544 such scholars. If we deduct
this number from the number registered in winter, and then
ascertain the per centage, we shall find that only 65 per
cent, of the children of school age (4-16 years) were en-
rolled as scholars last year. The separate towns differ very
much in this respect, as will be seen by a subsequent table.
In general we may say that there are forty-two towns, each
of which reports eighty per cent, pr more of the children
enumerated as attendants on the common schools. These
towns are mostly agricultural communities. On the other
hand there are thirty-eight towns in which the common

Digitized by VjOOQIC

EL.

*s&

Digitized by VjOOQlC

From ii_*t^
I procee_ -.

yea:\, :^ ;. „

nearly -.

18s-3, ai . - .

an\ l v .

tioi: 1-_^l .

cei.:-. . - ....

gui:. It .
cenut^*. ;.

maun?-

V 7

S3117

S3I46

Digitized by VjOOQlC

Oo the other hand forty-seven towns fall below 70 per cent.,
and six towns do not report above 60 per cent.

Comparing the past year with the two years next previous,
a slight improvement is visible. The returns for the last four
years (none having been made before) are as follows :

1862, 74 per cent, average attendance.

1863.71 " " "

1864.72 " « "
.1865,73 " " "

Further light is thrown on these subjects by the following
tables :

Towns having 1 the highest per centage of ' Registered in Win-
ter' as compared with the number of 'Enumerated.'
(80 Per Cent, and Upwards)

TOWNS.

Killingworth,

Bozrah,

Chaplin,

Griswold,

Middlebury,

Canterbury,

Salem,
' Hampton,
[ Southbury,
' Columbia,
' Tolland,

Andover,
| Mansfield,
'< Somers,

Colebrook,
[ Ledyard,
[ Westbrook,
J Barkhamsted,
( Preston,

East Lyme,

i Hebron,
No. Stonington,

103
9
9

96
94
94
93
92
92
92
90
90
90
89
89
89
88
88
88
87
86
86

25
12

9
41

28
17

6
12
17
10

6
18
15
24
28

12
14

9
11
17

23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.

TOWNS.

Enfield,

Bolton,
"(Oxford,
J Brooklyn,
| Litchfield,
I Canton,
( Washington,

! Sherman,
< Woodbridge,
1 Union,
^Stafford,
Hartland,
Voluntowu,
Lebanon,
(Derby,
J Saybrook,
Franklin,
Pomfret,
Waterford,
^Woodstock,

85
85
83
83
83
83
82
82
82
82
82
81
81
81
80
80
80
80
80
80

Digitized by VjOOQIC

Towns having the lowest per centage of c Registered in Win-
ter,' as compared with the number of i Enumerated. 9
(Less than 66 Per Cent.)

TOWNS.

9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1**.

{ Norwalk,
| Greenwich,

{Stamford,
Wallingford,
Milford,
North Branford,
Hamden,

S Bethany,
Old Saybrook,
f Danbury,
I Salisbury,
j Prospect,
^New Haven,
I Windham,
i Stratford,
' Sprague,
I Winchester,
] North Canaan,
1^ Weston,

4520 20.
45, 6 21.
5331
5313

53 4
53j 2

54 2
5512
55| 3
5623
56! 9
56 ! 4
5665
5738
571 4
58 25
5812
58' 8
58 6

TOWNS.

Middletown,

Hartford,

Bristol,

East Granby,

Orange,

Warren,

East Windsor,

East Haven,

Merideii,

Westport,

Darien,

Bloomfield,

Bridgeport,

Monroe,

Reading,

Glastenbury,

Granby,

Plymouth,

Simsbury,

59124
59185

60
60
60
61
62
62
63
63
63
63
64
64
64
65
65
65
65

Towns in each Count// having Highest and Lowest.

Highest.

c
o
o

Lowest.

i *
~ V.

c <o

o —

COUNTIES.

TOWNS.

.8
o

Hartford,

Enfield,

Hartford,

59185

New Hav.en,

Middlebury,

Wallingford,

New London,

Bozrah,

Sprague,

Fairfield,

Sherman,

Norwalk,

Windham,

Chaplin,

Windham,

Litchfield,

Colebrook,

8924

Salisbury,

Middlesex,

Killingworth,

10325

Old Saybrook,

Tolland,

Columbia,

9217

Ellington,

66; 3

Digitized by VjOOQIC

Towns having the highest average attendance in winter, as
compared with their whole number registered in winter.

(80 Per Cext. and over.)

TOWNS. Pr. ct.

TOWNS. Pr.ct.

1. Harwinton, 94

15. f Glastenbury, <

2. Soniers, 92

16. J Hamden,

3. Goshen, 89

17. i Middletown,

4. (Bloomfield, 88

18. ^Montville,

5. {Middlebury, 88

19. ( Ellington,

6. (Warren, 88

20. \ Stafford,

7. <• Cheshire, 86

21. ( Vernon,

8. j East Windsor, 85

22. ( Durham,

9. { South Windsor, 85

23. East Hartford,

10. ( Avon, 84

24. J Franklin,

11. {Madison, ,84

'25. \

New Haven,

12. ( Woodbridge, " 84

26.

Tolland,

13. \ Burlington, 83

27. L

West Hartford,

14. ) East Granby, 83

Towns having the lowest average attendance in winter,

compared with their whole

number registered in winter.

(Less than

70 Per Cent.)

TOWNS. * Pr. ct

TOWNS. Pi

: ct.

1. ( Darien, oS

2. { Lisbon, 55

! 25. ( Watertown,
! 26. ( Westport,

3. Easton, 54

[ 27.

r Brooklyn,

4. Rocky Dill, 5 J

) 28.

Monroe,

5. Salisbury, 6(

) 29.

New Canaan,

6. Sprague, 6i

J 30. i

Roxbury,

"Kent, 6i

J 31.

Saybrook,

New Fairfield, 6*

J 32.

Waterford,
Fairfield,

9. I

Newtown, 6«

$ 33.

10. ] Salem, 61

1 34.

Farmington,

11. Voluntown, 61

1 35.

Griswold,

12. ^ Wilton, 6!

1 36. <> Hartford,

13. \ Huntington, 6'

1 37.

Litchfield,

14. | North Stonington, 6

1 38.

Manchester,

15. fBridgewatcr, 6.

5 39.

Redding,

16. J Greenwich, 6

5 40.

Sterling,

17. ") Plainfield, 6

5 41.

Washington,*
Bolton,

18. IPutnam, 6

5 42.

19. f Berlin, 6

6 43.

Chester,

20.

Bethel, 6

6 44.

Lebanon,

21 - ,

Branford, 6

6 45. "

Norfolk,

22. "S Derby, 6

6 46.

Portland,

23. NewMilford, 6

6 47.

. Wallingford,

24. V Stamford, 6

Digitized by VjOOQIC

Towns in each county which had the highest and the lowest
average attendance in winter.

Highest.

Lowest.

I/O UN ILL o.

Towns.

Hartford,
New Haven,
New London,
Fairfield,
Windham,
Litchfield,
Middlesex,
Tolland,

Bloomfield,

Middlebiiry,

Montville,

Bridgeport,

Scotland,

Harwinton,

Middletown,

Somers,

88
88
82
79
78
94
82
92

Rocky Hill,

Branford & Derby,

Lisbon,

Darien,

Sprague,

Salisbury,

Saybrook,

Bolton,

59
66
52
52
62
60
67
69

MONEY RAISED FOR THE SUPPORT OP SCHOOLS BY TAXATION.

During the past year the whole amount of money raised
by the taxation of property in towns and districts, was some-
what over $290,000,— an increase of nearly $65,000 over the
highest amount ever raised before. This amount is equal to
$2.55 for every child enumerated. Never before, if the
figures can be trusted, was there raised a sum equal to $2.00
per scholar. Adding the amount received from the school
fund, $1.15, it appears that the average amount through the
state, at the command of the local school authorities, was
$3.70 for every scholar enumerated, or $4.86 for every scholar
registered in winter. During the present year (1866-7) the
State will distribute but $1.10 per scholar. It is obvious that
the towns must tax themselves more liberally than they have
done, if good schools are to be maintained.

Digitized by VjOOQlC

The following figures will show how this fact will compare
with the statistics of former years.

Amount raised

by Taxation.

TEARS.

Total.

Per Scholar.

1856.

$121,441

$1.21

1857.

124,074

1.22

1858.

146,149

1.42

1859.

156,761

1.49

1860.

•162,500

*1.50

1861.

163,653 •

1.50

1862.

182,483

1.65.

1863.

172,177

1.54 .

1864.

228,118

1.99

1865.

292,347

2.55

* Partly estimated, returns incomplete.

It is astonishing to see what a difference there is among
the towns of the state in this respect. One-third of the
towns in the state did not raise from all sources as much as
$3.25 per scholar, enumerated ; one-fourth of the towns
raised over $4.50. Windham, including the thriving village
of Willimantic, raised the largest amount from all sources,
namely, $8.86 per scholar. It was closely followed by Nor-
wich, which raised $8.75 per scholar, — more than a dollar
per scholar in advance of every other town. The town
which raised least reports from all sources only $1.94 per
scholar. These figures, let it be borne in mind, include the
state appropriation (1.15 per scholar) and the income from
town deposit fund.

Most of the money raised by the taxation is raised by
district tax and not by town tax. By town tax, Meriden
raises more in proportion than any other town. The district
which raises the largest amount per scholar is the Central
district in Norwich. The town tax is by far the most eco-
nomical and judicious mode in most places of raising school
money. No separate valuation or collection is necessary.
3

Digitized by VjOOQIC

Towns which raised, from all sources, the least amount of
money for each child enumerated, exclusive of money for
new school houses.

(Each of thete Towns raised less than $8.25 for each child emumerated.)

TOWNS.

Am't.

4. 4

9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

24. ;

25. i
26.
27.
28.

Branford,

North Canaan,

Woodstock,

Winchester,

Bastford,

Sterling,

Putnam,

New Fairfield,

Voluntown,

Plainfield,

Somers,

Weston,

Killingly,

Old Lyme,

Salem,

Union,

Griswold,

Salisbury,

Kent,

Granby,

Lyme,

Bloomfield,

Westbrook,

Canaan,

Orange,

Ashford,

Newtown, '

Easton,

1.94
2.16
2.17
2.24
2.30
2.30
2.36
2.37
2.37
2.41
2.43
2.44
2.45
2.45
2.46
2.47
2.49
2.49
2.52
2.61
2.63
2.65
2.65
2.66
2.66
2.71
2.75
2.77

TOWNS.

Am't

29. (Milford,

30. (Wilton,

31. Old Saybrook,

32. Oxford,

33. Waterford,

34. Simsbury,

35. ( Goshen,

36. < Hampton,

37. (Westford,

38. 'New Hartford,

39. ( East Haddam,

40. {Ellington,

41. ( Hebron,

42. j East Granby,
48. \ Pomfret,

44. Willington,

45. Norfolk,

46. ( Durham,

47. {Mansfield,

48. (Norwalk,

49. Canterbury,

50. Chester,

51. Harwinton,

52. Wallingford,

53. Wethersfield,

54. Woodbury,

55. Warren,

2.78
2.78
2.79
2.81
2.93
2.99
3.01
3.01
3.01
3.03
3.04
3.04
3.04
3.06
8.06
3.08
3.10
3.11
3.11
3.11
8.12
3.13
3.14
3.17
3.18
3.19
3.22

Digitized by VjOOQIC

Towns which raised, from all sources, the. greatest amount of
money for each child enumerated, exclusive of money raised
for new school houses.

(Each of these Towns raised more than $4.50 for every child enumerated.)

TOWNS.

Am't

TOWNS.

Am't.

1. Windham,

8.86

20.

( Saybrook,
| Waterbury,

5.09

2. Norwich,

8.75

21.

5.09

3. Derby,

7.67

22.

Prospect,

5.07

4. Stonington,

7.42

23.

* Darien,

5.04

5. Hartford,

7.21

24.

Andover,

5.03

6. Wolcott,

7.08

25.

Stamford,

5.00

7. Canton,

7.06

26.

Tolland,

4.99

8. Bristol,

6.82

27.

Trumbull,

4.96

9. Stafford,

6.72

28.

( Bethel,
{ Suffield,

4.93

10. New Haven,

6.43

29.

4.93

11. Washington,

6.22

30.

Naugatuck,

4.92

12. New Britain,

6.15

31.

Montville,

4.90

13. Bozrali,

6.11

32.

Bolton,

4.85

14. Barkhamsted,

5.96

33.

Parmington,

4.84

15. Endeld,

5.62

34.

North Haven,

4.77

16. New Milford,

5.61

35.

Vernon,

4.76

17. Woodbridge,

5.49

36.

Madison,

4.67

18. Preston,

5.46

37.

Hamden,

4.56

19. East Hartford,

5.43

38.

New London,

4.54

Towns in each County which raised the greatest and the least
for each child enumerated.

GREATEST.

LB A ST.

COUNTY.

TOWN.

Am't.

TOWN.

Am't.

Hartford,

7.21

Granby,

2.61

New Haven,

Derby,

7.67

Branford,

1.94

New London,

Norwich,

8.75

Old Lyme,

2.45

Fairfield,

Darien,

5.04

New Fairfield,

2.3T

Windham,

8.8ft

Woodstock,

2.1T

Litchfield,

Washington,

6.22

North Canaan,

2.1ft

Middlesex,

Saybrook,

5.09

Westbrook,

2.65

Tolland,

Stafford,

6.72

Somers,

2.4a

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PAY OP TEACHERS.

Closely connected with the amount collected for school
purposes, is the amount paid out for teacher's wages. During
the past year the figures show a decided increase in the
amount thus expended ; but not so much as the increased
expenses of living seem to demand. The pecuniary induce-
ments to make the teacher's work a life-long occupation, are
now so poor, that the number of professional male teachers
is rapidly diminishing. Many are deserting the educational
ranks, and but few recruits are coming in. Consequently, in
large towns, a few male teachers are employed as the princi-
pals of large graded schools, and their assistants are all ladies ;
and in the country, women are taking the places which a few
years ago were occupied by young men.

The following figures show the average amount of teacher's
wages (board included) for the last ten years. In the cities
and large towns the average is much higher.

TEAR.

MALES.

FEMALES.

1856

$29.00

$17.25

1857

30.00

16.00

1858

30.84

16.66

1859

30.05

16.59

1860

31.20 .

17.34

1861

32.02

16.14

1862

28.12

15.80

1863

. 28.74

16.82

1864

33.00

18.00

1865

49.00

22.61

I feel compelled in this connection to urge upon the local
authorities the importance of remunerating good teachers
sufficiently to make them willing to remain at their posts. The
demand for teachers, male and female, all over the country
is now so great, that large inducements are offered to those
who have acquired a good reputation, if they will accept
positions at a distance. Within the year many excellent per-
sons have thus been called away from the state, and our large

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towns are especially liable to suffer from such changes. I
know we often hear that it is easy to find teachers, and that
there are several applicants for every vacancy. This may be
so. But experienced teachers are not plenty. It is on the
contrary very hard to find disengaged, a first rate instructor.
It is far better I am sure, to encourage a good teacher to re-
main by offering good wages, than to fill the vacant place by
an inexperienced or incompetent instructor, at a lower price.
If we would have a good school, the most essential requisite
is a good teacher, and to secure the services of such a one,
we must offer liberal compensation.-

SCHOOL HOUSES. %

It appears from the returns, that during the year ending
August, 1865, twenty new school houses were erected at a
cost of over sixty thousand dollars. Of these the most costly
were the D wight School in New Haven, named in accordance
with the New Haven usage, after one of the distinguished
men of the place, and the graded school in Willimantic.

New School Houses in the year ending Aug. 31*tf, 1865.

ft)WNS.

NO.

COST.

TOWNS.

NO.

TOWNS.

Farmington,
Glastenbury,
Simsbury,
West Hartford,

New Haven,

Bethany,

Derby,

Meriden,

Prospect,

Stonington,

2
1
1

1
1

2
2

1 •

$4,000.00

10,000.00

1,316.27

•6,940.68

3,100.00

645.66

2,709.00

95i>.00

1,000.00

Bridgeport,

Danbury,

Easton,

Hampton,
KiUingly,
Windham,
Woodstock,

Litchfield,
Harwinton,

Tolland,

1
1
1
1

1
1

$4,250.00
141.25
630.00

1,900.00

21,605.00
700.00

850.00
674.64

950 00

$62,858.50

•Dwight School, in part.

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TEXT-BOOKS.

By the action of the last legislature the Board of Educa-
tion was empowered to prescribe a uniform series of text-
books, but as yet they have not exercised this preroga-
tive. The multiplicity of applications addressed to the sec-
retary and to the members of Board, requesting favor for
particular books, sometimes on very questionable grounds,
early showed the difficulties which would at once arise if a
definite course of action was entered upon having reference
to the selection of a series for the state.

In most tgwns the school visitors prescribe the books which
are used in the several districts. In 110 towns out of 162,
the books approved by the local school visitors are uniformly
employed ; in 28 towns there has been an unsuccessful attempt
to secure a uniform series ; in 18 towns no attempt is made
to secure uniformity ; from 6 towns there was no report.
Twelve different series of Readers are in use in the state, and
the diversity of judgment in respect to their value may be
seen from the fact that the Reader most in use is employed
in 33 towns, or about one fifth of the towns of the state ;
the next is employed in 28 towns, the next in 27 towns, the
next in 25 towns ; and the remaining series in 18, 17, JT>, 3,
3, 1, 1, 1, towns respectively. Webster's spelling book is
used in 112 towns out of 162 towns, twelve other Spellers
being employed elsewhere. Ten different Arithmetics are in
use, the most common book being found in 100 towns. Ten
series of Geographies are prescribed, 68 towns only agreeing
upon one series. Eleven Grammars are in use, one of them
being prescribed in 79 towns.

NUMBER OF GRADED SCHOOLS.

Only sixty-eight towns in the stSte have begun the system
of graded schools, and in some of these the system is very im-
perfectly established. There are only 186 schools in the State
(out of 1,662) which are reported as graded, and of these

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there are 113 which have but two departments, and 73 which
have three or more departments. It can not be that the ad-
vantages of gradation or classification are understood, or more
of the towns would adopt this system, and in towns where it
is adopted greater perfection would be attained. It appears
that seven-eighths of all our schools are in fact the old fash-
ioned ' mixed' schools, in which scholars of all ages are taught
by one teacher. In some country towns where the population
is scattered no other sort of school is possible ; but in all our
growing and thriving places, where a large number of persons
are gathered in a central village or borough, something better
than a " mixed " school should be found*

The following statement shows the names of the towns re-
ported as maintaining "graded schools" the past year:

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Towns ha

ving (

Shaded Schools.

TOWNS.

OWNS.

u
o
eo

Hartrobd County.

eld County.

Hartford, t,

Bristol,

Canton,

East Hartford, h,

East Windsor, ian,

Enfield,

Farmington, ,

Glastenbury,

Granby, [AM County.

Manchester,

New Britain,

Rocky Hill,

Southington,

Suffield,

Windsor Locks,

New Haven County.

New Haven, eld County.

Branford, Jted

Derby, :

East Haven, f or( j

Meriden, )r( j

Naugatuck,

North Branford, n

Orange, ^

Wallingford, * r

Waterbury,

Middlesex County.

New London County.

Middletown,

New London,

Chatham,

Norwich,

Cromwell,

Colchester,

East Haddam,

Griswold,

Portland,

Groton,
Montville,

3
1

Saybrook,

freston,
Sprague,
Sionington,

2
21

Tolland County.
Tolland,
Somers,
Stafford,

2
4

Vernon,.

Total, 1

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I have now presented the returns required by law, in respect
to the condition of the Common Schools of the State. A
thorough investigation of the condition of education in this
community, involves an inquiry into the number and the
character, both financial and intellectual, of various o.ther
institutions in which the State is more or less concerned, and
which exert an important influenco upon the instruction and
welfare of the people. Among these instrumentalities may
be mentioned the private schools of every grade ; the schools
maintained by churches, and especially those which are
supported by the care of the Roman Catholic Church ; the
special schools which have more or less of a charitable char-
acter and are designed to provide for the peculiar necessities
of particular classes in the community ; the endowed acade-
mies and educational trusts which were formerly much more
influential than they are at present ; the orphan asylums, and
the various state institutions for the relief of the unfortunate
or criminal ; besides the colleges and professional schools for
which the state has been, long distinguished. But I have
neither the requisite authority nor time to make a complete
survey of all these interesting and efficient agencies. I shall
only attempt in a general way, to present such facts as I have
been able to gather and which seem to me likely to be usefnl
to the Legislature and the Board.

IV. HIGH BGHOOLS AHD ACADEMIES.
But little attention has of late beta given in this state to
the condition and influence of our schools of higher grade,
such, that is, as furnish instruction in the highor branches of
an English education, in the ancient and modern languages,
in mathematics beyond arithmetic, and in the rudiments of
natural science. Believing that such establishments exert a
most salutary influence on the schools of lower grade, and
thus take rank among the most efficient instrumentalities for
m the education of the masses, I shall give at the present time
some prominence to this subjeot, in the hope that another year
the imperfect returns which are herewith published, may be
made more complete, and that the record of the state, not

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now very creditable to oar liberality and enterprise, may
present hereafter a more favorable aspect.

For the sake of collecting information on this subject, I
sent out in the month of March last, a circular addressed to
some friend of public education in every town of the state.
The following inquiries were propounded :

" Will you be good enough to state what arrangements are
made in your town for the training of children in studies
beyond what are called the ' common English branches.' If
there is a public high school, or an endowed Academy, will
you give me, in a few words, an account of its condition. If
any of the coiflmon schools furnish instruction beyond the
rudiments, will you tell me how generally this is done and
with what success. If private schools in your town furnish
good advantages, will you estimate the number of your
resident children who avail themselves of these opportunities
to pursue the higher branches of knowledge. If children
are sent out of town for this advanced instruction, will you
estimate how many thus go away from home."

In reply to this circular, letters have been received from
ninety-one towns, many of them written with care and involv-
ing important suggestions. As I have not been able to ac-
knowledge all these letters, I desire in this way to express my
appreciation of the service which has been so kindly rendered
by so many gentlemen.

From the replies thus received and from other sources, the
following particulars have been gathered. It is thought that
they give a fair if not a very encouraging view of the oppor-
tunities (aside from private schools) which are afforded to
the older children of the state to secure instruction beyond
the common English branches.

The institutions for secondary instruction in this state,
which have in any sense a public character, are of three
kinds : I, Chartered schools, or Trusteeships ; 2, Town High
Schools; 3, District High Schools. Each of these classes #
deserves consideration by itself.

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1. ENDOWMENTS AND INCOBPORATIONS.

The two educational establishments in the state which are
most venerable, are the Grammar Schools at Hartford and
New Haven, which were endowed by the bequest of Gov.
Edward Hopkins, who died in 1657. No other schools com-
pare with these in age. Both of them are still flourishing.
The private acts of the state show that forty-two charters have
been granted between the year 1793 and the present time, for
the encouragement of what have commonly been called
" Academies." These schools have generally been provided
with buildings by a joint stock subscription or in some similar
way, and their current expenses have been met by tuition,
and the income of funds. , Of the schools which have been
thus established, by far the larger part have ceased to have
any vitality. The period most favorable to this kind of foun-
dation appears to have been the twenty years between 1819
and 1839. Three of the most recent incorporations, and the
two denominational schools are the most flourishing. The
following list contains the name of all these chartered schools.

List of Endowments and Incorporations, in the State of Con-
necticut, for the support of Schools of the higher grades.

[The star indicates that the school is still maintained.]

Date of tw,:~«„*:,*„

Foundation. Designation.

1660 *Hopkins Grammar School, New Haven.

1664 *Hopkins Grammar School, Hartf 'd. (Incorp. 1798.)

1781 *Staples Free School, Easton. (Incorp. 1793.)

1783 *Plainfield Academy, (Incorporated?)

Date of
Incorporation. x

1801 *Episcopal Academy of Connecticut, Cheshire.

1801 Union School New Haven, Proprietors of.

1802 *Berlin Academy.
1802 Woodstock Academy.

1808 *Bacon Academy, Colchester. *
1804 Fairfield Academy, (Re-incorp. 1821.)

1806 'Stratford Academy.

1809 New Township Academy, New Haven.
1812 Union Academy, Union ?

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1814 Danbury Academy.

1819 Hartford Academy.

1819 Morris Academy, Morris.

1819 Female Academy, in New London.

1821 Chelsea Grammar School, Norwich. (Estab. 1807.)

1823 *Goshen Academy, (Re-incorporated, 1827.)

1824 New Haven Scientific and Military Academy.

1825 Lee's Academy, Madison.
1827 *Greenwich Academy.
1827 *Hartford Female Academy.

1827 'Litchfield Female Academy.

1828 Middlesex Academy, Middletown.

1828 Norwich Female Academy.

1829 Ellington School.

1829 Tolland Academy.

1830 Brooklyn Academy.

1833 'Hill's Academy, Essex.

1834 *Killingworth Academy, now in Clinton.
1834 New London Female Academy.

1834 New London Union School.

1834 North Greenwich Academy, Greenwich.

1835 'Connecticut Literary Institution, Suffield.
1838 Newtown Academical Association.

1840 Connecticut Female Institute, Ellington.

1848 Waterbury Academy.

1850 Bulkeley School, New London.f

1851 Seymour High School Association.

1853 Norwich High School.

1854 'Norwich Free Academy.

1855 'Guilford Institute.

(Possibly some others of these Schools should be indicated
as " still maintained.")

In 1839, a general act was passed by the Legislature,
authorizing citizens of the state to form an incorporation,
under certain conditions, for the maintenance of an Academy.
The number of such corporations is not known to me, but

t This school is about to be established.

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they have been not infrequently established. Indeed, in
regard to almost all these endowed and incorporated schools, •
it is very difficult to procure information. Very few of them
are required to make any public report. Many of them
are dormant or dead. Some of them have funds given for
the promotion of specific objects. It seems worth inquiring,
how far these funds have been preserved and directed to their
appropriate ends. Even small trusts should be watched by
the public with a careful eye, for thus only can they be
protected, and thus only is security afforded that larger trusts
will be applied to the objects for which they are designed.

2. TOWN HIGH SCHOOLS.

The Town High Schools are sustained by the towns in
accordance with the statute which requires the towns to
provide for the support of common schools within their limits,
and prescribes the specific mode in which the schools of higher
grade may be managed by towns rather than by districts.
Any town under these enactments may establish a high school,
to be directed by a High School Committee and the Board of
School Visitors appointed by the town.

Hartford (1847), New London (two high schools,) Milford
(1842), East Hartford (1860), Cromwell (1862), and Sey-
mour (1865), maintain on this plan the Schools of higher grade.

The statistics relating to these schools and the district high
schools, have been given in the statistics pertaining to Common
Schools, though they are there so covered up as to have no
special significance or value. I am persuaded that more of
the towns would act in the matter of establishing public high
schools, if the citizens understood how easily, efficiently and
economically such institutions may be managed.

Some persons may hold that such schools are not a proper
part of the system of public instruction ; and some, I am
constrained to believe, regard the word "Common" applied
to schools, as signifying "ordinary" or "elementary," as if
common schools were thus distinguished from "uncommon"
or High Schools, instead of regarding the word "Common"
in its true meaning — " open or belonging to all," " Public."

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The High School is as truly a part of the Connecticut Com-
mon School system, as the Grammar School or Alphabet
School. In the earliest colonial times, and ever since, its
importance as a part of the system, and consequently its
thoroughly public and popular character have never been
lost sight of.

* 8. DISTRICT HIGH SCHOOLS.

The District High Schools, excepting in two or three
exceptional districts, are managed like all other district
schools, by the district committee under the direction of the
town school visitors. Any district has all the power necessary
for maintaining a District High School.

The School Districts below named maintain High Schools :
New Haven City, Middletown City, Stamford First, Mystic
Bridge, (in Stonington,) Mystic River, (in Groton,) Water-
bury Central, Willimantic, (in Windham,) Rockville, (in
Vernon,) Collinsville, (in Canton,) Bristol, Third and Fourth,
New Britain, Central, West Hartford, Centre.

In some of these districts the High Schools are much better
organized than in others. Separate High School buildings
are almost unknown, but the older classes are usually taught
in distinct apartments of the graded school buildings. It is
quite likely that other districts should be included in the
above list. In this first report, only such are mentioned as
have been made known to me. Many of the District High
Schools are hardly worthy the name — having no definite
course of study, or requirements for admission, consisting
only of such older classes as desire instruction in the higher
mathematics and in languages.

Having given this general account of the different kinds of
higher schools, which are more or less under the public
control, we may now inquire what provisions are made in
each of the larger towns. In the first of the following tables,
the towns will be mentioned in the relative order of their
population, following the enumeration of children in 1865.
In looking at this meagre story, it may be well for the citizens
of Connecticut to compare the condition of our own State
with Massachusetts. In the latter state, during 1864-5, the

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number of High Schools was 120, kept aecording to the law
for the benefit of the town, ten months at least exclusive of
vacations. Every town having 500 families is required by
the law in that state, to maintain a High School. New York,
Ohio, Michigan, and other western states, afford other materials
for comparison.

Table. L Provision for higher instruction which is made in those
towns of the State which enumerate 1000 children or more* (22
towns.)

NEW HAVEN.

1. The Hopkins Grammar School, the oldest institution of the
kind in the State. Established in 1660 by a bequest from Gov.
Edward Hopkins of the Connecticut colony, who died in London, in
1657, leaving by his will a large amount of property to trustees, to be
expended " for the breeding up of hopeful youths in the way of learn-
ing for the public service of the country in future times." This school
is under the direction of a self-perpetuating body of trustees, continued
from its establishment.

It is a classical school of very high order.

Principal, Henbt N. Johnson, A. M.

2. The High School, established by the City School District in
1859. The school has labored under some peculiar disadvantages,
but has maintained a very high character for the thoroughness of its
instruction. At present, a discussion is going on respecting what shall
be done with this school in the future. The school has trained a large
number of young ladies to be Teachers in the Public Schools.

Principal, William Kinne, A. M.
Assistants, J. D. Whitmobe,

AND THREE LADIES.

In 1865 an attempt to unite the two institutions named above, was
unsuccessful.

HARTFORD.

The Hopkins Grammar School and the Public High School The
first of these owes its existence to the bequest of Gov. Edward
Hopkins, mentioned in the above account of the Hopkins Grammar
School of New Haven. He was Governor of Connecticut each
alternate year from 1640 to 1652, or seven years in all. In 1664,
the town of Hartford received £400 from his estate for the estab-

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lishment of a Grammar School. Upon the death of the original
trustees, these funds passed into the care of the town, where they
remained more than a century. In 1798, "The Trustees of the
Hartford Grammar School" wefe incorporated by the Legislature,
with power to fill all vacancies which may occur in their number.
In 1847 the Grammar School became connected with the newly
established Public High School, of which it has since constituted the
classical department. That institution, after eight years of discussion,
came into existence in 1847, and is now enjoying peculiar prosperity.
The project of erecting a new High School building -is now under
consideration.

Principal, Sam del M. Capron, A. M.
The Hartford Female Academy was incorporated in 1827.

Norwich. The Free Academy, incorporated in 1854. School
opened in 1856. At the outset, four distinct courses of study were
provided for in this institution. First, Classical ; designed for those
destined to enter college. Second, Scientific ; designed for those who
propose to enter some scientific or polytechnic school, with a view to
making science a profession. Third, Business or Practical ; designed
for boys who are to pass directly from this institution into the practical
employments of life. Fourth, Higher Instruction for girls ; designed
for those who finish their school education at this institution.

This school is provided with a large and commodious edifice : a
good library and apparatus ; a fund of $60,000 for maintaining the
school, contributed by private generosity ; besides a library fund of
$5,000. It is free to all children of Norwich, and others may be
received on the payment of tuition.

Principal, Rev. William Hutchison, A. M.

Bridgeport. No public institution for higher education.

Waterbury. A High School in the centre district, being the
highest department of the graded school. A handsome and convenient
school-house.

Principal, Mr. A. Norton Lewis.

A Collegiate Institute for young ladies, established 1865. A fine
edifice, with all the modern improvements, located in a pleasant part
of the city and surrounded by ample grounds. Designed to furnish
to young ladies advantages for a thorough and complete education.
Three departments — Elementary, Academic and Collegiate. In the
latter, a four years course of study.

Principal, Rev. R. 6. Williams.

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New London. Two High Schools: the Bartlett High School
for boys, and the Young Ladies' High SchooJ, both town Institutions,
in successful operation, and well attended.

Principals, Mr. £. B. Jennings, Miss Marion A. Green.

Middletown. A High School in the city district.

Principal, Henry E. Sawyer, A. M.

Norwalk. No public institution for higher education.

DANBURr. High School project under discussion.

Stamford. A High School department in the graded school of
the first district, containing also some pupils from other districts.

Greenwich. An Academy having about 65 scholars.

Meriden. The project of establishing a High School now under
consideration. The town has since voted to establish a High School
immediately, and to erect a High School building, cost not to exceed
$50,000.

Stonington. At Mystic Bridge, a District High School, being
the highest department of the graded school in that district Free
education provided for all the children to the extent of fitting for col*
lege any who desire it. Principal, Mr. John K. Bucklin.

Derbt. No report.

Enfield. Earnest discussion now going on respecting the estab-
lishment of a High School at Thompsonville.

New Britain. A High School in the Central district, established
in 1849. A three years' course of study.

Principal, John H. Peck, A. B.

Groton. A High School in the Mystic River district, in existence
25 years. Good buildings with male and female departments. About
12 scholars from the west part of the town go to New London.

Fairfield. No report.

Killingly. No Academy or High School. Perhaps six of the
public schools furnish instruction in Algebra, and occasionally in higher
branches.

Windham. In Willimantic, 2d District, a District High School,
where the ordinary studies of Academies are taught. In Willimantic
1st, and three other districts, Algebra is taught ; in several districts
book-keeping,

Vernon. A High School in Rockville. Enlargement under
consideration. An Academy building in Vernon Centre, in which a
High School during winter.

Portland. No returns.
4

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Table IL Towns having less than 1,000 Children each, from wldch
returns have been received respecting higher instructions*

Avon. No Academy or High School.

Barkhamsted. No Academy or High School. A graded school
in Riverton Village, answering some of the purposes of a High School.

Berlin. An Academy, incorporated, not endowed, with respecta-
ble apparatus, 20 to 60 pupils.

Bethany. No Academy or High School. A graded school in
Beacon Falls district.

Bethlehem. No permanent High School.

Bloomfield. An Academy, providing higher education to all in
the town who desire it.

Bolton. No High School or Academy.

Bozrah. No school higher than common district schools.

Branford. No High School or Academy. '

Bridge water. No High School or Academy.

Bristol. A graded school supported by two districts (3d and 4th)
united. The highest department taught by a college graduate is equal
to a first class Academy, and is an honor to the place. It is attended
by some from almost every district in town.

Brooklyn. No public school of any kind for higher education.
Several efforts to establish a public High School, but the proposal
voted down.

Canaan. No High School or Academy.

Canterbury. No High School or Academy. A few in public
schools study Algebra and Geometry.

Canton. A public High School or graded school, in a flourishing
condition.

Chatham. No arrangements for instruction beyond the common
English branches.

Chester. A graded school in the centre district for 10 or 12 years
past-, the seniof department usually taught in winter by a student from
Yale or Wesleyan University ; some scholars from other districts.

Clinton. An Academy, not endowed. The building rented for
a nominal price to a teacher who resides in the town ; about 30 scholars.

Colchester. Bacon Academy, a large building, thoroughly re-
paired a few years since : a fund of $25,000, formerly more. This
institution furnishes higher instruction for this and the surrounding
towns ; has 80 to 100 pupils.

Westchester Society has a fund amounting nominally to $4,300 ;
yearly income a little over $200, paid on condition that teachers can
instruct in Latin or Greek.

Colebrook. Very little instruction, except in common branches.

Coventry. No public school of higher grade. In four district
schools Algebra, Geometry, and Book-keeping taught.

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Cromwell. A town High School, which went into operation more
than three years ago in the Academy building, now prosperous. About
40 scholars.

Darien. No arrangement for studies beyond the common English
branches. Occasionally instruction given in public schools in Alge-
bra, Geometry, Book-keeping, Latin, &c Some older scholars go to
Norwalk or Stamford.

Eastford. Algebra and Geometry taught in about half of the
district schools.

East Granbt. No Academy, or High School. Some older schol-
ars go to the adjoining village of Tariffville, where is a graded school.

East Hartford. District High School, (not Town, as before
stated) begun in 1860 ; 45 pupils. Principal^ S. G. Stone.

East Haven. No High School or Academy ; no higher branches
in public schools. Npt allowed.

East Lyme. No school of higher grade. Ten pursue the more
advanced studies.

Easton. The " Staples Free School." The following statement is
from one of the Trustees :

" We have an institution called i Staples Free School,' which was
founded in 1781. Though called a * free school," it is evident that the
donor and founder did not expect it to be absolutely free, except to
such (to use his own lauguage) * as have not estate sufficient to defray
the expenses of education.' For several years it was kept within the
limits of what is now the town of Fairfield, and had for one of its first
Trustees, General G. S. Siiliman, father of the late Professor Sillimacu

" The grade of the school as founded was that of the grammar schools
of that day.

" Its teachers of late have been usually graduates of T. C, compe-
tent to fit boys thoroughly for any of our colleges.

" The income of the fund is at present sufficient to pay the expenses
of the institution, except a charge of $2 and $1.50 per term, accord-
ing to studies, for those who are able to pay."

In the report of the State Superintendent of Public Schools for
1861, page 19, it is stated that " the fund of this school has been
carefully guarded, and now amounts to about $10,000."

Ellington. A High School, (so called,) not connected with pub-
lic school, said to be about to be given up.

Essex. An endowed Academy, now in flourishing condition.
Higher branches usually pursued in one district school in winter,
where the teacher in Senior Department is often a college student.

Farmington. No Academy or High School. Latin not permit-
ted in public schools, and teachers not often competent to teach it

Franklin. No Academy or public school of higher grade.

Goshen. A good School in the Academy, with 80 resident pupils.

Granbt. No High School or Academy,

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Guilford. The " Guilford Institute," endowed in 1853 by the
liberality of a former resident of the town. A fine building, classical
and English departments, and from 60 to 70 pupils. Algebra and
Book-keeping successfully taught in most of the district schools.

Principal, E. H. Wilson, A. B.

Haddam. An Academy, not now very flourishing. A fine build-
ing, but few scholars. Higher branches taught successfully in about
half of the public schools.

Hamden. No Academy or High School. About 10 or 12 attend
school in New Haven.

Hampton. A High School one term, (public?). Algebra taught
in all the public schools.

Hartland. No Academy or High School.

Kent. No public school higher than district school.

Lebanon. Until a few years ago, a High School maintained
since the settlement of the town. Eighty years since it had great
celebrity, and attracted scholars from distant parts of the country.
No endowed Academy, but a building owned by trustees and occupied
only in winter. Few scholars.

Ledyard. No Academy or High School. District committees
take particular pains to secure well qualified teachers, especially
where there are advanced scholars.

Lyme. No High School or Academy. Algebra taught in two or
three districts.

Madison. An Academy building, in which is taught a private
school of 40 scholars. None in public schools beyond common studies.

Monkoe. No Academy or High School. Two or three public
schools furnish instruction beyond the rudiments.

Montyille. No permanent arrangements for higher education.
Higher branches studied in some of the district schools.

Morris. A public High School through the winter, sometimes
through the year, with 18 or 20 scholars. Some of the district
teachers employed because of higher qualifications.

Naugatuck. No Academy or High School. Graded schools in
Union and Centre districts. Slight arrangements for higher studies.

New Hartford. Some graded schools, in the higher department
of which, Algebra, Geomety and Latin are taught

Norfolk. A private school, taught by a graduate of Mt. Holyoke
Seminary. 20 to 40 scholars.

North Branford. No "Academy or High School. Algebra
taught generally in public schools, Latin rarely.

North Canaan. No Academy or High school. Instruction in
district schools seldom beyond the English branches.

Old Satbrook. No High School or Academy.

Orange. An Academy building, and a school usually part of
each year.

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Plainfield. The ancient and honored Academy is now outgrown
and overshadowed by other schools, has few pupils, not many of them
advanced.

Plymouth. No endowed Academy, no public school for higher
education. Some of the public schools furnish instruction in the
higher branches.

Pomfret. No public High School or Academy. Algebra, Latin,
and Book-keeping taught in many public schools.

Preston. No Academy or High School. Algebra and Book-
keeping taught in most districts, Latin very seldom. Some children
living in the west part of the town go to Norwich.

Putnam. Two large districts with graded schools. Algebra
taught in district schools in a few instances. *

Ridgefield. No Academy or High School, and no instruction in
public schools beyond the common branches.

Rocky Hill. A High School about four months in each year,
with 88 scholars.

Roxbury. No public high schools, but higher branches taught
in several of the district schools.

Salisbury. No public. High School, but one soon to be established
in Lakeville. An Academy at the centre has formerly been taught
successfully, now languishing. A first class public school at Lime
Rock, at which Algebra, Geometry, and Languages are taught.

Saybrook. Deep River Centre District has a graded school, in
the higher department of which Algebra, Latin, and the higher Eng-
lish branches are pursued.

Scotland. No arrangements for advanced studies.

Seymour. A town High School now in operation more than a
year, very successful, designed for advanced scholars.

Simsbury. A graded school in Tariffville, excellent teachers.

Somers. No Academy or High School. No higher studies in the
district schools. A good private school. Many scholars go out of
town.

Southington. (From Webster R. Walkley, A. M. Principal of
the Lewis Academy.)

The Lewis Academy is known as a classical and English school for
both sexes. It is under the instruction of a Principal and an Associ-
ate Principal. It was founded September 21st, 1846. The Academy
building was completed November 14th, 1848, and was first occupied
by a school December 4th, 1848. It is of brick, and cost $5,623.06.

There are two funds connected with the institution, bearing the
names of the donors:

Their present value is as follows :

The Addin Lewis Fund, - - $10,106.25

The Sally Lewis Fund, - - - 2,294.64

$12,400.89

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These funds are exclusive of the building. The interest of these
funds is applied to the payment of teachers. The Academy year is
divided into three terms of fourteen weeks each. The tuition is $2.50
per term for the common English branches, and $3.50 for classics.
There are no other charges. 82 scholars last winter.

S pr ague. No arrangements for instruction beyond the common
English branches.

Stafford. No Academy or High School, except a Free High
School at Stafford Springs, through the beneficence of one individual.
About 40 scholars. Instruction in Latin, Greek, and Mathematics
Algebra is taught in some of the public schools.

Suffield. The Connecticut Literary Institution, began 1833,
witk about 30 students. The next year the first building was erected.
In May, 1846, a second building was occupied for a female depart-
ment, no provision having been made previous to that time for board-
ing young ladies.

The school is designed to give a good English education, and to pre-
pare students for admission into college ; and it has a regular course
of study for young ladies who may wish to graduate, extending over a
period of three years.

The year is divided into three terms of 14 weeks each. In addition
to the principal, there are employed two male, and three female teach-
ers. The number of students during the current year has been as
follows : in the Fall term, 139 ; Winter term, 158 ; Spring term, 109.
The ages of the students range from 14 to 24.

Principal, Rev. E.« P. Bond.

Tolland. Higher instruction in the Senior Department of the
centre district Algebra and Trigonometry taught in about half of
the districts.

Torrington. A graded school in Wolcottville.

Trumbull. No arrangement for instruction beyond English
branches. In most of the district schools the instruction is thorough.

Union. No public school of higher rank.

West Hartford. An academical institution with a school-house
in which a High School is maintained part of each year. Algebra
taught in many districts. A High school lately established in the
Centre district.

Weston. No institution where higher studies are pursued.
Windsor. An endowed Academy. Fund $2,080. 80 to 40
scholars.

Windsor Looks. No arrangements for higher education.

Wolcott. No Academy or High School.

Woodbridgb. No provision for higher education.

Woodstock. No endowed Academy of much or any account
Common schools go beyond the rudiments to limited extent. No in-
struction beyond the English branches.

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V. THE NORMAL SCHOOL

The past year has been au eventful and critical period in
the history of the Normal School. Until the close of the
summer term in July, 1865, the affairs of the institution were
managed by the Board of Trustees, as constituted at the
foundation of the institution. The new educational statute,
passed by the last Legislature, transferred this grave respon-
sibility to the Board of Education of the State, and the latter
body took charge of the school in August last. No changes
were then made in the corps of teachers. Near the close of
the winter term in March, 1866, the resignations of Mr. Gamp,
the Principal of the school, and of his assistants, Mr. Hol-
combe and Miss Marshall, were presented to the Board of
Education. The resignation of Mr. Holcombe was accepted.
Prof. Camp, in accordance as it was supposed with his own
preferences, was invited to remain until the close of the school
year in July ; but the state of his health was such that he
felt compelled to withdraw from the school at once, and the
scholars were dispersed at the close of the winter term with-
out the opportunity of receiving any information from the
Board in respect to the future of the school. Miss Marshall
was also requested to remain through the year, but she
preferred to accept a situation elsewhere. In this emergency
an apprehension was felt J>y some of the friends of the school
that no one could be found at liberty to take the place of Mr.
Camp, but fortunately the Board were able to secure the
temporary services of an experienced and successful teacher,
Mr. Isaac N. Carleton, recently of Lexington and formerly of
Andover, Mass., who had made other plans for the autumli
but was willing during the summer term to enter the Normal
School. This arrangement has given the board ample time
to select a teacher for the permanent direction of the institu-
tion, and to mature their plans for the future. Mr. Bartlett
has remained in his position through the year, and is still in
the service of the Board.

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In regard to the progress of the school during the summer
of 1865, the following statements have been made by Hon.
Francis Gillette, President of the Trustees, a gentleman who
has served the state in this position with great fidelity and
earnestness, since the foundation of the school in 1849.

Statement of Hon. F. Gillette. '

"Prom the Normal School appropriation, there was drawn
the sum of $2,088.10 to defray the expenses of the school
and the trustees expenses, (including all arrearages) during
the summer term. Of this sum, $1,303.38 were for salaries ;
$244.42 for Trustees expenses ; $108.23 for repairs ; $169.12
for library and apparatus, and the balance for the various
miscellaneous items which are incident to the conducting of
the school.

The number of pupils who had completed the full course of
Normal School studies, and who received the diploma of the
institution at the last anniveftary, was* twelve.

The graduating class exhibited remarkable maturity of
thought and thorough preparation for their work as teachers
in the public schools of the state. The school in its public
examination and anniversary exercises had never appeared to
better advantage or more efficient in the accomplishment of
its legitimate work."

Hartford, April 20, 1866.

The number of pupils in the school has been as follows :

Male. Female. Total.

Summer term, ending July, 1865, 12 74 86

Autumn term, ending December, 1865, 15 70 85

Winter term, ending March, 1866, 12 58 70

It will be seen that the number of young ladies greatly
preponderates over the number of young men who desire to
avail themselves of the privileges of the school. This has

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led to the serious inquiry whether the interests of the school
would not be promoted by increasing the number of female <
teachers, and lessening the number of male teachers.

The Legislature in their enactment of last spring authorized
the Board of Education to examine the candidates who applied
for admission to the school, and reject such as were found
unfitted to proceed with the course of studies. This power
of rejection had never before been conferred upon the author-
ities of the school, and they have consequently had occasion
to complain that they could not make good scholars or
teachers out of those who entered the school unprepared to
profit by its instructions. At the opening of the school year
in September, 1865, 37 candidates appeared, three of whom
were rejected, and six of whom were admitted conditionally,
that is with the requirement that their deficiencies should be
made up at an early day. At the beginning of the spring
term in 1866, 13 candidates appeared, all of whom were
admitted.

The examination was not a severe one. It included the
rudiments of Geography, Grammar, Spelling, United States
History, and Arithmetic. General satisfaction has been
expressed at this change. The Board made the following
announcement upon this subject :

" Henceforward, in accordance with the recent law, all candidates
for admission to the school will be examined in the common branches
of an English education, — Arithmetic, Grammar, Geography, Spell-
ing and United States History. This examination will be conducted
at New Britain, by the Principal of the school, under the direction of
the Board, and all candidates not found qualified in these respects,
will be rejected. To prevent disappointment, it will therefore be
advisable for school visitors to give their certificates to none who are
not reasonably certain to pass this test By this check on the admis-
sion of unworthy or ill-prepared scholars, it is believed that the
instruction of the school will be elevated, and that the teachers sent
out from the Normal School will be more than heretofore, a credit to
the institution. It is a matter of congratulation that the Legislature
has consented to approve this measure, — so essential to a well ordered
8chool. ,,

An association of the Alumni of the Normal School was
formed in 1853. At the meeting in July last, a report was

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The general principles which seem most essential to the
adoption of wise plans in the future may thus be briefly
stated.

1. The importance of maintaining a first rate school for the
training of teachers was never more obvious than it is at
present. The testimony of the local school officers, the
experience of other states, and the investigations of the Board
all indicate that if we are to have good common schools, we
must provide good opportunities for what is called the profes-
sional education of teachers.

2. There are clearly two sorts of common schools to be
supplied with teachers, — and for these two sorts of candidates
continually present themselves.

There are first the country district schools generally taught
by teachers who live in or near the town in which their school
is taught ; who do not expect to make teaching a business
and who have not the money or the disposition to fit them-
selves for the more desirable positions. Many of these
teachers would be greatly benefited by a short course in the
Normal School, — or by a long Teachers* Institute, held in
their own county, — or by some special instruction for teachers
to be given in connection with a High School or Academy.

3. There are secondly in most of our large towns and
manufacturing villages, thoroughly graded schools including
High Schools and Academies, for which superior teachers are
always in demand, the supply being far from adequate t9 the
wants of the state. These schools require for their manage-
ment, persons who are carefully trained in the higher branches
of knowledge, (whether they are called upon to teach them
or not,) and who in addition to their intellectual culture,
have acquired by experience, observation, and study, the art
of awakening the minds of the young and a ready acquaint-
ance with the most approved modes of discipline and instruc-
tion. Such teachers are not numerous, but there is an
increasing demand for their services and an increasing readi-
ness to pay them well. For training instructors of this higher
sort, a course of hard study, extending through two or three
years, should be maintained by the state.

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circumstances are highly favorable for it One of these districts has
had no school-house for several years, and in consequence of the pe-
culiar character of our school laws it is found impossible to build a new
one. If our sapient legislators had set themselves, of purpose, to de-
vise a way 'how not to do it/ they could not have achieved a more
complete success.

"The two districts contain something over one hundred children,
and the sites of their respective school-houses are only a few rods from
each other. They are admirably situated for a graded school, but
while one district is 4n favor of consolidation, the other is opposed to
it. These districts are both situated in the centre of the village, and
are the wealthiest in the town, with the exception of one. While the
school laws remain as they are, there appears to be no remedy, and
we can hope for no improvement. Education must remain at a low
ebb, and the public money must be worse than squandered. If ever
there was a case demanding legislative or official interference, I think
this is one. In the i East,' or larger district, there has been no school-
house for several years, because the legal voters in it who have no
children, and feel no permanent interest in the matter, being in the
majority, systematically vote down all propositions for building a new
one. If the public money is withheld, as according to law it should
be, it would inflict an injury on those who are in favor of building,
while it would have no direct effect on those who are opposed. It is
a matter of perfect indifference with them whether a school is kept up
or not. In regard to this point I believe our school laws to be all
wrong in their practical working, and the sooner they are swept from
the statute book the better. Unless we are relieved from the difficulty
with which we are now environed, either by legislative enactment, or
official interference, I do not see how the educational interests of this
community are to be saved from total wreck ; at least, while the pres-
ent generation is on the stage."

EFFICIENT MEASURES TO PROMOTE CONSOLIDATION.

" The question of the consolidation of all the districts of the town
has received much attention. The 'joint committee' [on consolida-
tion] appointed by the town had several pleasant meetings, and were
all agreed. I have been into half the districts in the town with one
or more of the committee, and have had a full attendance, and dis-
cussed the matter very freely. The roads became so bad that it put
a stop to our meetings, which were held in the evening. I was in-
tending to continue, and had made arrangements to do so, when I was
very unexpectedly called to change my residence. Of the present
6tate of the question I can only say that the opinion favorable to free
schools is fast becoming popular. I fully believe if we could finish our
visits and talks with the people, we should have a most decided ma-
jority in favor of consolidation, or free schools.

Not a single valid objection has been urged, except dollars and
cents, and that has been put forward hesitatingly. The largest tax-
payer in the town has publicly declared in favor, and is willing to do
any thing to carry out the free school system.

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I am sorry things have changed so that I can not push the matter to
the successful end, for I am fearful no one else will take the same in-
terest, i. e. do the work. The subject is being well ventilated, iw-
formation is the want of the people. My plan was to talk over the
matter fully in all the districts in town, then have an informal town
meeting, or public meeting, at which I hoped to have had you or
Gov. Buckingham to talk, and to answer any questions, and make
any explanations that might be needed.

I hope some one will take up the matter where I have left it, and
urge it through. I think it the most important movement that has
ever been started in respect to our schools. I do not believe that they
will ever be efficient, or the money properly expended until the free
system is universally adopted."

IMPORTANCE OP RETUNING TO TOWN ACTION IN SCHOOL MATTERS.

" The question of consolidation has been mooted, but needs a new
impulse from some direction. There are two districts that would
probably be the gainer, perhaps four, if united with larger districts.
There would be cases of individual hardship resulting from such
changes, but the majority would gain. At the same time it is a ques-
tion how far it is safe to remove the school house from the homes of
the children. The majority of the children taught in the common
schools in the country districts are not certain of opportunity to go to
school after they have attained the age of twelve years. The practical
question is, do the persons who come into the State from Rhode Isl-
and, Ireland, or elsewhere, and purchase farms on the outskirts of the.
town, prize the education of their children sufficiently to send them
four months in a year, (while between the ages of six and twelve,)
from one to three miles, even to a good school? I confess to some
doubts. But will the gain to the town as a whole compensate for the
increased number who will, if the schools are centralized, grow up un-
able to read and write ? Perhaps so ; I have no facts either way to
aid a decision.

My impression is that if the education of the children were com-
mitted entirely to the towns, making the whole town responsible for
school houses, teachers, books, apparatus, &c, it would be an import-
ant step in advance, and less likely to increase home barbarism, than
any method I think of, while it would, at the same time, supply new
vigor to the school system of the State."

CONSOLIDATION NOW UNDER DISCUSSION.

" There has been for two or three years considerable private talk
about an effort to unite our two centre districts, and have three or four
graded schools instead of the two which we have had for twelve or
thirteen years. As our village is increasing more than usual this
year, and our school houses will not accommodate the population next
winter, I intend to have a public meeting called in the course of three
weeks to deliberate and act on the subject of uniting these two dis-
tricts, and attaching to the united district the one nearest to the vil.

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lage, with a view to the improvement and gradation of the schools.
I think the proposed plan for advancing the interests of education in
the town can be easily effected."

DIFFICULTIES ENCOUNTERED IN A THRIVING TOWN.

"The question of the consolidation of the three 'village districts' has
been mooted, but although I am firmly convinced that such a course
would be of great advantage to each and all, I fear there is little
chance of its present adoption. The difficulty lies —

First, in the fact that the district has a new and expensive school

house to build, the cost of which the other districts do not wish to
share.

Second, in the peculiar position of the district, which has a large

Irish population, whose share of the public money very nearly supports
the district school, while their children are sent to a school connected
with the Roman Catholic Church. Thus a large and rich district gets
a tolerable school for those children who attend almost for nothing.

Finally, our school is free, and neither of the other districts believes
in the principle, and each has a holy horror of i school tax/ quite dis-
proportioned to its probable burden.

We hope, however, to be able to build our new school house with
reference to a future union, and the sentiment of the district, seems to
be favorable to this plan."

THE INTELLIGENT AND WEALTHY VerSUS THE IGNORANT.

u Consolidation has been tried here to a very limited degree, owing
to the need of a proper school edifice, and has been abandoned through
the prejudices of those, generally, who take little or no interest in the
schools, but yet have a controlling power. These persons, generally,
having the largest experience in common schools, the largest taxes to
pay, and the least number of children to educate, favored at the time,
and do now favor, the consolidation system, believing it, as I do, the
true system to be adopted, especially when the inhabitants are as com-
pactly situated as they are in this town. We have but two districts,
one with two schools, the other with four. These schools are of two
grades only. Two of them are composed of the children of Roman
Catholic parents, and have Roman Catholic teachers, but are under
the general supervision of the district committee, and the board of
education. The result has been to improve the schools of Protestant
children, partly or chiefly because of the smaller number of scholars.
The other two schools I think have not made equal progress. This
arrangement having been tried but one term, it remains to be seen
whether on the whole it will prove advantageous to all parties."

NEED OF FURTHER LEGISLATION.

"The subject of consolidation has been talked of, but no definite
idea prevails. My own opinion is that the Legislature could pass
such an act as would enable a few districts to unite and act as one on

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all questions touching the interests of High schools, such as providing
school houses, teachers, regulating instruction, &c, &c Of course to
draw up such an act requires the thought and study of able and expe-
rienced gentlemen."

CONSOLIDATION ADVOCATED.

"The school houses in our three village districts jire within the dis-
tance of one mile, and a radius of one mile from the center district
school house would embrace about nineteen-twentieths of the children
in these three districts. The natural inference is that these districts
should unite and form a graded school. Many strong efforts have been
made to effect this, as there is sufficient wealth in this village to carry
the project into execution, but if attempted it would be opposed by
some men of wealth, as it has been heretofore. Yet I can but hope
that our schools will be united, and when done, it will not be regretted.
There are no special efforts at present before the public for the uniting
of our schools, but the subject has a strong hold upon the thoughts of
some individuals, especially the pastors of the two churches, both of
whom are members of the Board of School Visitors."

NECESSITY OF FRESH ACTION.

"The attempt was made ten years ago to unite the two districts at
■ — , so as to have one school with three departments, but it was
defeated by the prejudices of the two halves of the village. They
have two school houses, each with two departments. If all the chil-
dren attended who ought to do so, both houses would be overrun.
Something must be done soon, and if a town High school is not to be
established in this village, there is a fair prospect that the two districts
may be so far consolidated as to support one school of higher grade
in addition to those which they already have.

Our opinion is that the district system ought to be abolished, but
truth requires us to say that many would regard this as a very griev-
ous abridgment of their liberty."

ONE DISTRICT FAVORS; THE OTHERS OPPOSE.

" We (the ' South District/) have tried for some years to effect
consolidation, but being unable to get a vote of the other three dis-
tricts, we have decided to build our own house as a district, and to
admit advanced scholars from the other districts, obliging them to pay
a reasonable sum for it My own opinion is decidedly in favor of
consolidation, where the population is not too scattering to make it
practicable."

CONSOLIDATION URGENTLY ADVOCATED.

" Five school districts might unite with the greatest possible advan-
tage in the establishment of a graded school, and such an arrangement
could not fail to tell wonderfully on the interest of education in the
town. I sincerely hope and pray that the "Board of Education"

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will have the nerve and the success to prevail on the Legislature to
put an end to this dribbling out of the public money to so many dis-
tricts. To do so seems to paralyze every manly effort in the matter
of education. The fewest number of the districts pay out for that
purpose a single dime beyond what the state gives them. Take away
their money, — consolidate the districts, and another spirit would be
manifest at once."

PARTIAL CONSOLIDATION EFFECTED BT LEGISLATIVE ASSISTANCE.

"We held four town meetings in the winter of 1865 to take into
consideration the consolidating of all the districts in the town, but the

friends of education were defeated. In the district a meeting

was held in which a resolution was passed to build a new school house,
appropriating $3,500 for that purpose. Soon after a town meeting
was held for the purpose of dividing said district, and by a vote of the
town it was divided. A petition was then brought before the Legisla-
ture, asking that the two districts thus formed be consolidated; also a

portion from the district to be consolidated with the said new

district. These petitions were granted by the Legislature, and the
district thus constructed numbers 326 scholars.

I am of the opinion that the schools in our State should be free, that
is, that the property of each individual should be taxed for the support
of schools. I think also that the Legislature should appoint a Board
of Education in each town, to have the entire management of schools,
hiring teachers, providing fuel, and doing all that is necessary to be
done ; and that district officers should be discontinued."

To conclude, the disadvantages of the present district sys-
tem may be thus enumerated. Two separate bodies, the
School Visitors and the District Committee, are concerned in
the same business without any official unity of purpose or
action. They are sometimes antagonistic. The measures of
one Board are often misunderstood and even opposed by the
other. One body could work more efficiently than two.

Any attempt on the part of School Visitors to secure a
good school system is liable to be thwarted by an unenlight-
ened district. For example : The visitors object to a building
— the district refuses to repair or rebuild. The visitors insist
upon uniform text-books, — the district refuses to buy them.
The visitors determine to give certificates only to competent
teachers, — the district' refuses to pay such wages as competent
teachers demand.

In many districts it is impossible to find the right sort of
men willing and able take the offices of district committee

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and clerk. Sometimes the office goes a begging. No one
can be found competent and at leisure to assume its duties.
This is especially true in some of the thinly peopled districts
of the country.

The general intelligence, enterprise and wealth of a town
can not be brought to bear on the several districts.

Two remedies for the acknowedged defects of the district
system are feasible.

The towns may annul all existing districts and assume the
entire control of the schools. This is in some respects the
simplest and best way of reaching a good result. We have
taken one step in this direction by abolishing school societies.
Only one step more and the work is done. Each town may
do this for itself, or the Legislature may act for all. In a
part of the school business the towns now act as towns, — a
very slight modification of the law would adjust the new
machinery so as to have the towns direct the whole school
system.

Or, if it be preferred, the districts contiguous to an im-
portant center may be consolidated into one district, thus
securing for the central village, borough or city, — unity and
system. The present process of effecting this change is cum-
bersome ; and I earnestly hope that some modification of it
may be devised.

One caution should be impressed on the friends of such a
change. Many persons suppose that the "consolidation of
districts " means the " abolition of school houses." This is not
true by any means. The new union district may maintain as
many separate schools as the separate districts did before. It
may maintain twice as many if it chooses. The consolidated
district or the town can still do just what seems best in regard
to the size, position and number of school houses.

On the other hand the advantages of cor. s Nidation may be
thus summed up. The local school system becomes import-
ant enough to secure the thoughts and labors of the most
intelligent men, good officers are more readily secured and
suitably paid, a uniformity of school privileges is secured to
all the children of the place, the taxes are more easily and

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economically collected, gradation or classification of schools is
greatly facilitated, and the establishment of a High school is
hastened.

Fortunately these remarks are not mere " theory." They
are based upon an intimate acquaintance with a plan which
has worked well for several years. It deserves to be here
brought out as an illustration of what may be done.

In the city of New Haven, a few years ago, all the districts
were united into one known as the City School District. Its
limits coincide with the limits of the city. Its affairs are
managed by a "Board of Education" consisting of nine men,
three of them chosen annually, — not at the usual election of
city officers, but at a special school meeting held in the month
of September, when the annual report on school matters is
presented, and the annual tax is voted. The educational
business is thus kept away from ordinary political influences.
The Board of Education meets every fortnight, has a public
office, and a salaried clerk and Superintendent of Schools, the
duties of the former including tjhe care of the buildings and
the protection of the financial interests of the district, — the
duties of the latter having reference to the inspection of the
schools and the promotion of good instruction. The district
employs about ninety teachers, who are distributed in differ-
ent buildings. Six of the schools are situated in central
positions and are large and well graded. The remainder are
smaller schools, situated in neighborhoods remote from the
center, or else designed for. the special wants of special classes
of children. There is also a High school.

The consequence of these arrangements is that the books
are uniform throughout the city, the course of study is laid
down with definiteness, the same regulations are observed in
all the schools, promotions occur on a regular plan, leading up
to the High school, and in short there is a well established
srstEM, at onc,e popular, economical and efficient. The credit
of bringing about so good a state of things is chiefly due to
Hon. James P. Babcock, who was for many years the acting
school visitor of the town, and a member of one of the district
committees, and who also as a member of the General Assem-

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bly had the opportunity of securing certain important changes
in the school law, which facilitated this arrangement. The
main features of the plan have worked admirably and appear
to me well adapted to the cities, boroughs, and large villages
of the State. In a few other places similar arrangements are
established, but no where with so much completeness as in
New Haven.

I trust that this subject, which is obviously so interesting
and important to the people of the State, may receive from
the Legislature, in the approaching session, the attention
which it deserves. Without knowing how far it is at present
possible to go, it seems to me that the following considerations,
if borne in mind, will lead the General Assembly to wise con-
clusions.

1. The defects of the existing district system are felt so
seriously that some modification of its features is imperatively
called for.

2. The defects are most felt in those communities which are
most dense in population, especially in a part of the cities and
in crowded manufacturing villages where a graded system of
schools is desirable.

3. The existing laws permit, but do not encourage, either
the consolidation of school districts, or the return to the old
fashioned mode of administering school affairs town-wise.

4. The union of districts has worked well where it has been
accomplished, as for example in the cities of New Haven and
Middletown, Norwich central district, <fcc.

5. Some special advantages bestowed on union districts by
the Legislature, as for example the power of administering
school affairs by one body instead of by two bodies, — that is,
by a single Board of Education instead of, as now, by a district
committee subject to the supervision of a town board of visit-
ors, — would undoubtedly encourage consolidation.

XL NEQLEOTBD ABD TRTTAUT OHILBBElf— OKTTJfllKlT EMPLOYED
IN FACTORIES.

How can the benefits of education be extended most effect*
ually to the destitute and neglected ? How can the State, for.
6

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its own protection, compel the vicious %nd indolent to send
their children to school? How can a school system be so
managed that none shall grow up in ignorance and idleness ?
What can be done for the forlorn and careless to prevent them
from becoming perpetual curses to themselves and to the
community ? These problems must force themselves on the
minds of all who are solicitous for the welfare of society, either
as legislators, students of political economy, philanthropists or
teachers. At one of the earliest meetings of the Board of
Education, Judge Carpenter called the attention of the Secre-
tary to this subject, and especially -to the wants of children
growing up in ignorance in factory villages. Frequent let-
ters from various parts of the State have brought out many
complaints touching the same evil.

There are two classes of neglected children whose welfare
we are bound to protect,— the idle and the busy; those who
waste their time in the streets and fields plotting mischief, and
possibly gaining their livelihood by theft or other crime; and
those who spend their time in factories so many hours a day,
and days in the year, that they have no disposition or oppor-
tunity to acquire the elements of useful knowledge.

In the rural districts, there are not many instances of chil-
dren growing up in entire neglect, and the care and reforma-
tion of such may perhaps be safely left to the Christian philan-
thropy of benevolent individuals ; but in cities, etc., the case is
different. Here, the law must help the citizen who seeks to
rescue these dangerous and endangered youth. Both classes
of the ignorant require looking after, on the part of the magis-
trates and of the school visitors.

With reference to factory labor, a statute was passed in
1842, forbidding, (under a penalty of twenty-five dollars for
each violation of the law,) the employment of children under
fifteen years of age unless thejrhave been instructed in school
at least three months of the twelve preceding the time of their
employment. But it has been found very difficult to enforce
this law. In many cases the proprietors or agents of manu-
facturing establishments would willingly see the provisions of
the statute sustained, but they are well aware that the law is

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not obeyed through rfhe State, and are apprehensive that they
shall lose both parents and children as operatives, if they re-
fuse the latter work. Indeed when parents and children are
clamorous for work, and when labor is in great demand, it is
not difficult to understand how the law may be neglected.
In one instance which has come to my knowledge, the excel-
lent agent of a manufacturing company, impressed with this
evil, maintained at his own cost, an evening school for the
benefit of young factory operatives. I am confident that if a
law can be devised which public opinion will sustain and which
the magistrates and school visitors, throughout the State, will
be likely to enforce, the large manufacturing corporations will
co-operate in insisting that every child employed should come
under good instruction for a part of the year. It may be said
that the present law is good enough. But it is not enforced ;
it is not likely to be. Nobody assumes the responsibility of
seeing that its requirements are obeyed. If no better law can
be devised, then public opinion must by some other means be
aroused to stop the evil.

I need not expatiate on the injury which the State is receiv-
ing by training up a large number of ignorant citizens. Their
health, morals, and permanent prosperity are all sacrificed for
temporary gain. Their birthright as freemen is sold for a
mess of pottage.

Our native citizens for the most part value the schools. It
is chiefly the foreigners who neglect their privileges. The
Irish and Germans are more likely to send to school than other
foreigners ; and of all, the Canadian French, and the English,
according to the reports, are the most indifferent and stolid. .

The embarrassments of this question are not confined to
Connecticut. The recent report of the Massachusetts Board
of Education calls attention to a similar neglect of the law.
"The unprecedented demand for and the insufficient supply
of adult laborers" says Mr. White, "in every department of
industry and more especially in the mechanical and manufac-
turing departments, the rapid multiplication of machinery
adapted to the use of children, the enormous profits realized
on the products of manufacturing and mechanical establish-

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mente, have undoubtedly led to a relaxation on the part of
these owners and managers of the rules which are prescribed
by law respecting the employment of children, and which
under less pressing circumstances would be cheerfully obeyed.

On the other hand, the enhanced cost of living, the high
prices of food, clothing and rent, have pressed heavily in the
same direction. Many parents, especially of the class whose
estimate of the value of a good education is by no means
high, are pushing their children, even at the most tender age,
into every occupation where their earnings may contribute to
the support of the family.

Now however strong this pressure, however much the labor
of the young may contribute to the comfort of parents, or to
the general wealth, still the question remains whether the law
is not founded in a higher reason than any such considera-
tions; whether these children, if kept in the schools, will
not become, in the long run, not only better contributors, by
more intelligent industry, to the general wealth, but also more
useful members of society, and safer depositaries of the
power of the State/'

As examples of the present condition of factory villages,
the following letters are cited. Every letter was written by a
responsible person, acquainted with the facts and able to estab-
lish what he says ; but for obvious reasons, I do not think it
best in this connection to give any indication of the localities
referred to.

FROM A GENTLEMAN WELL ACQUAINTED WITH OUR SCHOOL SYSTEM.

" I intended before this to fufill my promise of statistics of our two
factory villages. I have them from one of these Tillages, but my can-
vasser for the other brought me so muddy an account that I determined
to do the work myself as soon as I had time ; but I find that you have
issued a general circular, and so my special statistics will be unneces-
sary. However, I send such as I have.

I started a night school here about the first of January, with vol-
unteer teachers, twice a week, and continued it till the beginning of
ApriL The average attendance was nearly sixty, and there was good
interest and progress to the close. I gathered a few facts from some
of the pupils which I find it almost impossible to classify, and so I
send yon an abstract of them. The mass of the pupils work in the
mill, and as you will see thirty of them have not been in school for

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twelve months, so that our company are liable to a fine of $750, (30
X $25,) for employing them. Oar agent here has furnished money
for the books, coal, lights, &c, for the school, bat the owners are not
resident, and I have not seen them about it.

The account from the village first alluded to is far more favorable,
and it seems incredible by the side of our facts. I am inclined to
think that this matter of employing children who have no schooling
during the year, in violation of the law, mast receive more attention
and that some of the present eight-hour law zeal might be profitably
tamed in this direction.

In the first mentioned village, children between four and sixteen,
eight hundred and forty one. In private schools, eighteen ; out of
town at school, six : out of school and at work, one hundred and thirty-
nine, or nearly seventeen per cent; out of school too young to attend
school, fifty-six, or nearly seven per cent All except those too young
to attend school are believed to attend at least three months in the year.

In the other village the following facts were ascertained respecting
. some of the scholars in the night school. (The letters of the alphabet
are here employed for designating the persons, as their names can not
properly be given.)

1. Boys.

A, 16 years old, 2 years in America, never in school. B, 14 years,
not in school for three years. G, 9 years, went last summer. D, 15
years, seven months in America, not in school for 5 years. E, 14
years, not in school for two years. FJ 15 years, not in school for 4
years. G, 14 years, 3 years in America, never in school. H, I, K
and L, each eight years old. M, 11 years, in school two weeks in 2
years. N, 11 years, 2 1-2 years in America, never in school here.
O, 1 6 years, not in school for 2 years. P, 13 years, not in school for

1 year. Q, 14 years, not in school two weeks in three years. R, 10
years, not in school in a year. S, 13 years, 2 years in America, not
in school since 9 years old. T, 10 years, 1 in this village, never in
school. U, 12 years, not in school for 1 year. V, 10 years, not in
school for one year.

2. Girls.

A, 11 years old, 2 years in this village, never at school here. B, 8
years, 3 years in this village, not in school for 2 years. C, 14 years,

2 years in this village, left school at 9 years of age. D, 12 years, not
in school for two years. E, 11 years, 6 years in this village, not in
school for 4 years. F, 16 years, 14 years in this village, not in school
for 2 years. G, 17 years, left school at 12. H, 12 years left school
2 years ago. I, 15 years, left school at 11. K, 13 years, left school
at 10. L, 15 years, left school at 12. M, 13 years, left school at 11.
N, 11 years, left school at 9."

FROM A SCHOOL VISITOR OF MANY TEARS.

"In all our factory school districts there is a great evil from truancy
and absenteeism. The reports of our local visitors for several years

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have spoken quite at length upon this topic Take for one example

the school in district of this town. There are 250 children

between 4 and 16 years of age, but the number attending school will
not equal 125. I think not less than 100 children of school age in
this one district are habitually absent from school. A similar state of

things exists in and districts. I do not believe that

one-half of the children between 4 and 16 in these factory districts
attend school, unless it be for a very short time. We have no means
of knowing the exact list' of different pupils that attend during the
year, as a portion go only a single term, or part of a term.

Would it not be well to have manufacturers required [by law! to
make return to the School Visitors of the names of all children under
fifteen years of age in their employment? A requisition of this kind
would put the visitors in possession of important information now dif-
ficult to obtain. It should be enforced under a sufficient penalty for
fraudulent or inadequate returns — for instance, the forfeiture of from
10 to 25 dollars to the School Fund for each offense, such forfeiture to
accrue to the advantage of the town in which the offense is committed,
exclusive of the district in which it is committed."

FROM ANOTHER SCHOOL VISITOR.

"I should estimate the number of children growing up neglected
and ignorant in this town at between 100 and 200. In most of the
districts there are none, but in some of the manufacturing districts
there are many Canadian French, and they rarely send their children
to school. In one district about half are of this class. The district
numbers about 100. These facts, if they were made known to the
people of the town by an eloquent orator, or by the pen of a ready
writer, would astonish them, and perhaps wake them up to action."

•

FROM ANOTHER TOWN.

"I believe there are a considerable number employed in the mills
who are between six and sixteen years of age, but do not receive three
months' schooling each year. I should prefer to have the public money
for the next ten years divided according to the average attendance
upon the schools, instead of the present system. To enforce the pres*
ent law upon mill owners is impracticable in many towns."

FROM A DIFFERENT PART OF THE STATE.

"Our — district, which includes most of the Canadian French
population, numbers 389 between 4 and 16 years of age, and not
more than 160 are in the winter schools. The district, num-
bering 238? had not more than 150 in the district winter schools. The
French are sending to our schools more than formerly; but the pa-
rents put their children into the mills as soon as they can earn good
wages, and it is difficult to apply our State law on this subject. I wish
it were generally enforced."

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FROM A DIFFERENT SOURCE.

"The law regulating the employment of children under a certain
age in manufacturing establishments is not regarded, I think, to any
great extent; and where education receives so little attention as it has,
in years past, in this town, from those who have really the deepest in-
terests at stake, the Board of Education, especially when the whole
duty falls upon one, as it has done here for some time past have poor
encouragement to see that the letter of the law is complied with, for
they have a hopeless task before them."

FROM ANOTHER TOWN.

"Probably more than one hundred children in this town do not at-
tend school. * * * Perhaps a rigid enforce-
ment of the law in regard to the employment of children in our fac-
tories would be a sufficient remedy for this eviL"

FROM ANOTHER TOWN.

"There are a large number of children, especially in the east part
of the town, who are growing up in the grossest ignorance and vice.
These are mostly of foreign parentage. Many of them are French
from Canada. What can be done for them I do not know. They are
mostly Roman Catholics, and from what I can learn there is no effort
to instruct them in religion or good morals."

ANOTHER EXTRACT FROM A VERY EFFICIENT SCHOOL VISITOR.

"I can not speak definitely in regard to the number of children in
the town who do not attend any school. I am confident that some are
growing up ignorant, as only 53 per cent, of the children of this vil-
lage were on the average in attendance, as returned by the teachers in
their school registers. The School Visitors do not regard the law in
reference to visiting the manufacturing establishments, except that
one of our number is agent of the Company. Some two or more
years he maintained a night school for the factory children out of his
own private purse. As an individual he would prefer all to attend
school as the law requires, but I have no idea he could be sustained
by the Company in executing the law.

"It seems to me some good might be done by having a law enacted
and executed which would require all incorporated [manufacturing]
companies to report on an oath directly to the Superintendent of Pub-
lic Schools the whole number of children employed, their names, [and
ages,] and the amount of schooling each has received each year. ' I
am certain that he could execute such a law — but if I were to attempt
to execute the present law, this village would be too hot to hold me?

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With reference to the prevention of idleness and truancy
the last General Assembly passed a truant act,* which if carried
out by the several towns, will result in great good, A slight
amendment is called for which the legislature will undoubt-
edly grant, authorizing the authorities of a city as well as of
a town to make all needful provisions for the prevention of
truancy. The establishment of a truant school in every large
town to which children, might be sent by a magistrate, if found
" wandering about the streets or public places of any city or
town having no lawful occupation or business," would quickly
eradicate the evil. Such a school might be so managed that
its cost would not be heavy, and its expenses would be saved
to the town or city many times. We need to go out into the
highways, and compel for our own protection these "Arab"
children to come under the elevating and refining influences
of a well ordered school. I look with great favor on Special
Schools for Special Cases, — schools, I mean, in which the same
strictness in punctuality, order, neatness and scholarship is
not required as in the regular public schools. These special
schools may be regarded as preparatory in certain cases to
the other schools. Children who can not or will not bear
the uniform discipline of the ordinary classes, may be trained
by themselves until they are disposed to avail themselves of
higher privileges. Schools of this kind established in New
Haven, with the cooperation of private individuals, have done
great good. Evening schools for boys who have become con-
scious of their defective education and are ambitious to ac-
quire more knowledge ought also to be encouraged. Were
there space, interesting particulars might be given showing
the usefulness of several recent enterprises of this character.

The friends of public education can not be too eaiyiest in
their attempts to make the schools include as many as possi-
ble of those who will, without these opportunities, be desti-
tute of all instruction but that of the streets and woods. Public
appropriations combined with private energy, (when this co-
operation can be secured without infringement on the law,)
will be found efficacious for good.

* See Appendix, page 177.

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XIX THE HIGH SCHOOL AS AH ESSENTIAL PAST 07 A GOOD
SYSTEM OF OOMMOH SCHOOLS.

In many places in the State the question of establishing Pub-
lic High Schools is now under discussion. In Hartford it has
been proposed to erect a new building for the excellent insti-
tution which has so long been the glory of the place. In New
Haven, where a High School building has never been put up,
the importance of maintaining and expanding the existing
school or erecting a building for it, is urged by some of the
friends of popular education* la Meriden there is every rea-
son to believe that a school will be commenced at an early
day. In Norwich a subscription is on foot to increase the en-
dowment of the Free Academy by the sum of $80,000. In
several other towns, this subject is agitated just now with un-
usual zeal. It seems desirable therefore to recur to a few
principles, which can readily be established,, and which are of
general application.

The following statements ore made in the belief that they
can not be controverted, and that their recognition at the
present time will be of great value to the state.

1. Some sort of a public school for the older classes ©f
scholars, in which may be taught such higher branches of
knowledge as are suitable for the discipline of boys and girls
above twelve or thirteen years of age, is regarded in almost
every enlightened state and nation, by the friends of education
as an essential part of a system of public instruction.

2. Such a school was a fundamental part of the original
system of public schools in both the Colonies which formed
the present State. In New Haven, Ezekiel Gheever, as early
as 1641 taught the public Latin School established by the Col-
ony's order; and not much later, if any, every town in Con-
necticut having a hundred families was required to maintain
a grammar school, " the masters thereof being able to instruct
youths so far as they may be fitted for the university." A
little later (1672) it was ordered in the united Colony, that
every county should maintain such a school.

3. Such a school may be maintained by tuition, or by an
endowment, or by a tax on property; but it is very important

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that the public should have some control over it, so that it
may not be managed in the interest of the teacher merely,
and for his personal gain, rather than for the welfare of the
community.

4. Experience has demonstrated that small endowments
and tuition fees unsually furnish an inadequate basis for the
permanent maintenance of a first rate school ; either a liberal
endowment, yielding a good income, or a property tax is
found needful.

5. In Massachusetts the Public High School System rest-
ing almost exclusively on a property tax, has rapidly grown
in favor and has been found to work admirably in the promo-
tion of popular education. Every town of five hundred fam-
ilies is required by law to maintain a High School. One
hundred and twenty towns actually do so.

6. A Public High School, free or nearly free to all who
desire its advantages, exerts a most powerful influence on all
the schools of lower grade by furnishing an incentive to study,
and by diffusing among all the children of the town an ac-
quaintance with and an eagerness for the pursuit of useful
knowledge.

7. A Public High School is the most truly democratic
feature of the free school system, because it opens to the
children of the poor and needy the priceless advantages of a
superior education, advantages which would otherwise be
limited to the wealthy few.

8. A Public. High School diffuses through the entire com-
munity, among the parents not less than among the youth,
an honorable love of knowledge, and an enlightened sympa-
thy with everything which tends to elevate the people. It
thus becomes a blessing of inestimable value.

9. A Public High School benefits the rich as well as the
poor, indirectly as well as directly, by educating the laboring
men, awakening worthy aspirations, preventing low and
vicious tastes, and rendering the town more thrifty, orderly
and attractive as a residence. Like all other schools, it lessens
the expenditure for police and prisons.

10. A Public High School rightly managed is the cheap-

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est as well as the best means of providing the education which
it furnishes.

11. A Public High School is one of the best possible in-
strumentalities for training teachers, especially young ladies,
for service in the ordinary common schools.

12. As it is obviously difficult in the smaller towns to
maintain a High School, and as the means of conveyance
from one town to another are becoming more and more con-
venient, it is desirable that every school which is established
should be open on equitable terms to children from neighbor-
ing places.

The following forcible summary from a recent report of
Hon. J. White, Secretary of the Massachusetts Board of Ed-
ucation, presents in a satisfactory way the crowning ad van
tages of the High School system.

" Here the children of the rich and the poor, of the honored and
the unknown, meet together on common ground. Their pursuits,
their aims and aspirations are one. No distinctions find place, but
such as talent and industry and good conduct create. In the compe-
titions, the defeats and successes of the school-room, they meet each
other as they are to meet on the broader fields of life before them ;
they are taught to distinguish between the essential and true, and the
factious and false, in character and condition. The children of the
poor, animated with the hopes and courage which a successful compe-
tition with companions more favored by fortune inevitably inspires,
are prepared to combat with a braver heart and stronger arm, the
difficulties and discouragements which oppose them ; while the chil-
dren of the wealthy are taught to yield a just and cordial respect to
talents and virtues, clothed in humble garb. Thus, and only thus,
can the rising generation be best prepared for the duties and responsi-
bilities of citizenship in a free commonwealth. No foundations will
be laid in our social life for the brazen walls of caste; and our politi-
cal life, which is but the outgrowth of the social, will pulsate in har-
mony with it, and so be kept true to the grand idea of the fathers and
and founders of the republic.

As, then, we prize and cherish the free institutions which we have
inherited, and would transmit them to future generations, let us spare
no effort and shrink from no sacrifice, so that we may make the means
of a broad and generous culture, no less than those of a rudimental
education, free as the breath of heaven to all."

In view of all these considerations, and also in view of the
favor with which these institutions have been regarded in the
several States where they havejaeen generally established, I

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am led to the conviction that an enactment of the Legislature
similar to that in the Connecticut code of 1650, requiring
towns of a certain number of inhabitants to maintain a public
High School, would be conducive to the educational interests
of the State, and would speedily if not immediately be es-
teemed by the people at large as a wise and beneficial measure.
The following is the enactment above referred to, as found
in the Connecticut code of 1650. It appears to have been in
force several years previous. The chief provisions of this act
were repeated in the code of 1672 — the first which was pub-
lished after the union of the two colonies — the principal
change consisting in the requirement of a grammar school in
every county.

SCHOOL ES.

"It being one chiefe project of that old deluder Sathan to keepe
men from the knowledge of the Scriptures, as in former times keeping
them in an unknowne tongue, so in these latter times by perswading
them from the use of Tongues, so that at least the true sence & mean-
ing of the originall might bee clouded with false glosses of saint-seem-
ing deceivers: & that Learning may not bee buried in the Grave of
our Forefathers, in Church and Commonwealth, the Lord assisting
our indeavors:

"It is therfore ordered by this Courte, & Authority thereof, that
every Towneshipp within this Jurissdiction, after the Lord hath in-
creased them to the number of fifty houshoulders, shall theh forthwith
appoint one within theire Town to teach all such children as shall re-
sort to him to write & read, whose wages shall bee paid either by the
parents or masters of such children, or by the Inhabitants in generall
by way of supplye, as the major parte of those who order the pruden-
tialls of the Towne shall appointe: provided, that those who send theire
children bee not oppressed by more than they can have them taught
for in other Townes.

"And it is further ordered, that where any Towne shall increase to
the number of one hundred families or housholders, they shall sett up
a Grammar Schools, the masters thereof being able to instruct youths
so farr as they may beeJUtedfor the University. And if any Towne
neglect the performance hereof above one yeare, then every such Towne
shall pay jive pounds per Annum to the next such schoole till they
shall perform this order."

The system of graded or classified schools introduced into
this State some years ago, in place of the old fashioned * mixed'
schools, has worked so well that a wider acquaintance with its
advantages and adoption of its features seems very desirable.
This system may be said in brief to include the instruction of

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the scholars of given age and attainments by themselves,
while those who are older and more advanced, or those who
are younger and less advanced, are taught in a separate room
by another teacher. There are many neighborhoods whero
such an arrangement is of course impossible, because in each
of them the whole number of children is so limited that only
one room and one teacher can be provided. But in all cen-
tralized places, where the number of children attending school
is one hundred or more, gradation may be commenced. The
primary scholars may be taught in one building and the older
children in another— or better, the two classes may be taught
in distinct rooms of the same building. The best classification
can bo secured in places where two hundred children or more
live so near together that one building can conveniently re-
ceive them all. A man at the head of such a school, with
ladies as assistant teachers in the several rooms, can manage
a large number of scholars so that they will make rapid progress
in their studies, and will acquire the best habits of order, punc-
tuality, and obedience. Those who have never examined the
working of such a plan are earnestly advised to direct their
attention to it and study the results which 'are accomplished
in the towns where it has been most efficiently maintained.

Whenever a graded school system is established it will be
discovered that the scholars have generally mastered what are
called the rudimentary English branches long before they have
passed the common school age. A majority of them by the
time they are twelve years old will know how to read, write,
and spell well, will understand the elements of English gram-
mar, arithmetic probably as far as square root, and the com-
mon "topical" geography. These scholars will demand fur-
ther instruction, and from two to four years more may be well
employed in giving them a higher knowledge of mathematics,
an acquaintance with some other language beside their own,
a knowledge of the history and constitution of this and other
governments, an introduction to the laws of the natural world,
and such facility in book-keeping, drawing, &c, as may be
deemed best. A High School thus becomes an essential part
of a graded school system.

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XHL CONCLUSION,

There are many other topics pertaining to the common
schools of Connecticut, on which it might be profitable to
dwell, but I refrain from introducing them at the present time,
in the hope that by concentrating the attention of the public
on a few important subjects more progress may be made than
by urging forward too many measures at once. If we can
secure a good local administration of the schools, promote the
establishment of Public High Schools or endowed Academies,
and secure the instruction of children employed in factories,
and of those who are neglected by their natural guardians,
other reforms will quickly follow, and the State will resume
its former leadership in public education. We need especially
to promote the feeling that all kinds of seminaries and all
classes of educators are laboring for one object, and we must
endeavor to adjust the system so that the work will be done in
the wisest and most successful manner.

Popular meetings in the several towns, frequent lectures,
conventions of the friends of education, conferences of school
visitors and committees, newspaper paragraphs, printed reports
and pamphlets, are agencies which should be freely employed
to awaken public opinion and secure the popular support.
Already there are several local associations organized for the
purpose of promoting the interests of public education. One
of the most efficient of these — the Association of Teachers in
Windham County — has exerted a very decided influence upon
the schools, and the value of its operations is clearly exhibited
in the official returns from that county, which as a whole are
more full and more carefully prepared than those of any other
county in the State.

One school visitor makes the following suggestion :

"I wish there might be a State Convention of School Visitors and
Committees, for the purpose of discussing these great questions. Why
not have such a convention soon, during the session of the Legislature?
The large villages and cities are able to do for their schools what the
country towns can not do. I think a convention of those more di-
rectly interested and responsible would be a grand thing. We have
had teachers' institutes, &c. ; we want a convention of school visitors,
school committees, and parents"

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I hope before long to announce that the Board of Education
has established a public office in some accessible place, (per-
haps near the other State offices in Hartford,) where informa-
tion on all school topics may be advantageously sought. • In
such a bureau there should be kept all the educational archives
of the State — manuscript and printed — series of state and
town reports ; in short, all the statistical information respecting
schools which can now and hereafter be brought together.
The official blanks and returns should be distributed from and
returned to this office. Names of teachers seeking employ-
ment, and applications for teachers, should be carefully recorded.
The plans, working drawings, and specifications of all new
school-houses should be deposited here for the benefit of all
who are proposing to build. Examples of the most approved
desks, chairs, and other furniture, should be solicited from the
manufacturers and placed here on deposit. Maps, globes, di-
agrams, and apparatus, would naturally be accumulated.
There should also be sets of gchool books and educational
journals, and gradually a library would be formed of books
illustrative of the history and principles and methods of edu-
cation. Such a bureau would receive, I am confident, gener-
ous donations, and would at once become a popular and at-
tracts rallying point for the friends of education all over the
State.

I can not close this report without acknowledging the obli-
gations I am under to my predecessors in the office of Super-
intendent of Schools — Mr. Barnard, Mr. Philbrick, and Mr.
Camp — all of whom I have had repeated occasion to consult
during the past few months ; and especially I desire to bear
testimony to the uniform kindness of Mr. Gamp in all our of-
ficial intercourse. His laborious services in behalf of the
State will long be remembered, and his efforts to promote
whatever is good and useful deserve a grateful recognition.

It is also but proper that I should mention that in the prep-
aration of the numerous statistical tables embodied in and ap-
pended to this report, I have been aided by Rev. John G.
Baird, now of New Haven, who has spared no pains to secure
the utmost accuracy. It will be seen that an attempt has been

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made to calculate averages and per centages, and to institute
comparisons, in order that the true significance of the figures
may be readily discovered. Such tables as are here given have
been found in other States quickening and stimulating to the
several towns, and it is hoped that their publication in Con-
necticut will contribute to like results.

All of which is respectfully submitted.

DANIEL C. GILMAN.

New Haven, April 27th, 1866.

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APPENDIX.

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MISCELLANEOUS DOCUMENTS.

i. PAPERS DISTRIBUTED BY THE BOARD OF EDUCATION,
DURING THE PAST TEAR.

1. Introductory Circular, Nov. 16, 1865.

2. Inquiries respecting the Normal School, Dec. 4, 1865.

3. Announcement respecting School Registers, Webster's Dictiona-
ry, School Laws, etc., Feb. 15, 1866.

4. Inquiries respecting consolidation of Districts, High Schools, and
Neglected Children, March 20, 1866.

5. Blanks for the Annual returns for District Committees, (on a
new plan.)

6. Blanks for the annual returns of Acting School Vistors.

7. School Register, — designed especially for use in country district
schools.

8. Revised School Laws. 32 pp. 8vo. (reprinted from the Revised
Statutes of 1866.)

The above mentioned papers maj be obtained on application by
mail or in person to the Secretary of the Board at New Haven, or to
the Principal of the Normal School at New Britain. ,

The Registers are sold at the lowest possible prices, 50 cts. per
copy or $6.00 per dozen, — delivered in New Haven. They may be
ordered through booksellers.

The School Laws are distributed gratuitously to school officers.

2. PRINTED SCHOOL REPORTS.

It is very desirable that those towns and districts which print their
annual school reports should exchange them with one another, and
should send them to the Secretary of the State Board. For conven-
ience of binding, — it is suggested that when pamphlets are printed,
the size of the State report be adopted.

During the past year printed reports have been received by the
Secretary, from the following places ;

Berlin, Hartford, Killingly, Meriden, Middletown City District,
New Britain, New Haven City District, New London, Norwich (news-
paper,) Preston, Vernon (newspaper,) Waterbury (newspaper,) Wind-
ham (newspaper,) Woodstock.

The Secretary will be grateful to all who will call his attention to
any printed references to the school affairs of the State.

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100

3. CORPORAL PUNISHMENT IN SCHOOLS.

The following decision, rendered by Judge E. L Sanford of New
Haven, in the case of Mr. Lewis, who was prosecuted for assault and
battery in the punishment of a pupil of his school, will be read with
interest :

State v. John G. Lewis, City Courts New Haven. This is a
prosecution brought by the State against John G. Lewis, principal of
one of the public schools in New Haven, charging him with an assault

and battery on one H a pupil in the school, on the 21st day of

July last.

As reference has been made by the counsel to the law applicable
to cases of this character, it may be well to consider for a moment
what the legal rights and powers of a schoolmaster are, in respect to
the infliction of punishment, when, in his judgment, the same is nee-
essary, to prevent the repetition of an offence, on the part of the
pupil, or for the support of good government and proper discipline
in the school. I say in his judgment) because from the nature of the
case the master alone can determine whether punishment is necessary.
Says Judge Blackstone : u The master is in loco parentis, and has
such a portion of the powers of the parent committed to his charge as
may be necessary to answer the purposes for which he is» em ployed."

The right to inflict punishment, for proper causes, belongs to the
master, the law having clothed him with that authority; and the
question is simply in what form, and to what extent, it may be ad-
ministered by him.

Judge Swift, remarking upon this subject, says; "A schoolmaster
has a right to inflict moderate corporal punishment upon his scholars,
for this is necessary for the support of good government in his school ;
but he should reserve this as a last resort, when all other measures
fail. He should avoid all unnecessary severity, or extreme cruelty.
If all gentle and moderate measures fail, the master is vested with
the power of inflicting corporal punishment. This should be done
with coolness* and deliberation, not in the heat of passion, and with a
suitable instrument ; the blows should be inflicted, not on the head,
but on those parts of the body where there is no danger of material
injury and with a moderation pr serverity proportioned to the nature of
the offence, and the stubbornness of the offender." 1 Swift, Dig., 68.

The Supreme Court of Massachusetts has held, that "if in inflict-
ing punishment upon his pupils the master goes beyond the limit of
moderate castigation, and either in the degree or mode of correction
is guilty of any unreasonable or disproportioned violence or force, he
is clearly liable for such excess in a criminal prosecution." 4 Gray's
R, 36.

In North Carolina, it has been held that " a teacher will not be
held responsible, unless the punishment be such as to occasion per-
manent injury to the child, or be inflicted merely to gratify his own
evil passions." 2 Dev. and Bae., 365.

This is the only case in which the court undertakes to define what
excessive punishment is, namely, " such as to occasion permanent in-

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101

jury to the child," and is not in this regard, sustained by the more
modern authorities. I refer to but a single decision further, and I
quote somewhat at length. In the case of Lander v. Seaver, 32
Vermont, 124, the court used this language: "In determining what
is a reasonable punishment, various considerations must be regarded,
the nature of the offence, the apparent motive and disposition of the
offender, the influence of his example and conduct upon others, and
the sex, age, size and strength of the pupil to be punished. Among
reasonable persons much difference prevails as to the circumstances
which will justify the infliction of punishment, and the extent to
which it may properly be administered. On account of this differ-
ence of opinion, and the difficulty which exists in determining what
is a reasonable punishment, and the advantage which the master has
by being on the spot, to know all the circumstances, the manner, look,
tone, gestures, and language of the offender, (which are not always
easily described,) and thus to form a correct opinion as to the neces-
sity and extent of the punishment, considerable allowance should be
made to the teacher by way of protecting him in the exercise of his
discretion. Especially should he have this indulgence when he ap-
pears to have acted from good motives, and not from anger or malice.
Hence the teacher is hot to be held liable on the ground of excess of
punishment, unless the punishment is clearly excessive, and would be
held so in the general judgment of reasonable men. If the punish-
ment is thus clearly excessive, then the master should be held liable
for such excess, though he acted from good motives in inflicting the
punishment, and in his own judgment considered it necessary and not
excessive. But if there is any reasonable doubt whether the punish-
ment was excessive, the master should have the benefit of the doubt."
I think, therefore, the following may safely be adopted as the rule :
that while the master, to a certain extent, and for certain purposes,
stands in loco parentis, and has for sufficient cause, the right to inflict
reasonable corporal punishment, while the pupil is under his charge,
he must exercise a reasonable judgment and sound discretion in de-
termining when to punish, and to what extent, but the punishment
must not be excessive or cruel, nor inflicted for the purpose of grati-
fying private malice or his own evil passions.

Punishments may be severe, yet entirely reasonable ; and on the
other hand, even moderate punishments may, under certain circum-
stances, be unreasonable ; but excessive and cruel punishments are not
only unreasonable, but unlawful, and for their infliction the master
may be held criminally responsible. Whether the punishment is ex-
cessive or cruel is a question of fact to be determined in each particu-
lar case that may arise. In the case bow under consideration if I

could find from the evidence that the injuries upon H were caused

by the accused in the manner and under the circumstances detailed
by the boy himself, I should have no hesitation in saying that the
punishment was excessive and cruel, and that the master had made
himself criminally liable.

But what are the facts as established by the testimony ? On the
21st of July last, and during the regular school hours, Mr. Lewis, as

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102

a punishment for some supposed misdemeanor on the part of young

H directed him to take his book and go into the recitation room.

The order was reluctantly obeyed. At the closing of the school, but
before the pupils had retired, he came out of the room without per-
mission, and was immediately ordered back by the teacher. The or-
der was several times repeated, and H repeatedly refused to

obey. Seizing two or three brushes, which were lying near by, with
oaths and language most foul, and threats of violence if the teacher
approached him, he dared him to come on and all this in the presence

of a large number of the scholars. H is a boy of fourteen years

of age, of fair size for his years, and it would seem possessed of more
than ordinary strength. It is clear, that under all the circumstances,
there was but one course for the teacher to pursue. It was necessary
for the good of the school, as well as of the boy himself, that he should
learn obedience and submission to that authority. For the milder of-
fence a mild punishment had been inflicted by sending him to the rec-
itation room to study by himself. For the more serious offences, the
insults to the teacher, the refusal to obey a proper command, the vulgar *
and profane language, the threats to kill the teacher if he should at-
tempt to whip him, it was manifestly fitting and proper that he should
receive a severe punishment. Mr. Lewis now approached the boy,
who endeavored to strike him with the brushes. A struggle ensued, in
which the teacher, nothwithstanding the violent resistance of the pupil,
succeeded in pushing him into the recitation room; but I do not find
that he used more force than was necessary to accomplish this object.
It was during this struggle that the boy received the injuries about the
head and face, though I have So reason to believe that they were the
result of blows directly inflicted by the accused. However this may
be, the teacher was in the performance of his duty, the boy was mak-
ing unlawful resistance ; and I apprehend the law to be, that if the
pupil receive an injury while making unlawful resistance to the mas-
ter, who is using no more force than is necessary to enforce obedience
to a lawful command, or to accomplish a lawful purpose, the injury
thus received is not the punishment for the excess or cruelty of which
the master may be held criminally liable.

The boy testifies that he was struck on the head with the butt end
of a horsewhip. The fact is, no such instrument was used. He
swears, too, that he was knocked down, and afterwards lifted by his
feet, and his head thrown against the iron support of a chair. This
story is not only improbable, but its falsity is abundantly established
by the testimony of other witnesses, teachers as well as pupils. He
states that he made use of no improper language* On the contrary
it appears that he was exceedingly profane and indecent in his re-
marks ; and on other material points he is so clearly in error, that I
am compelled to take his whole statement with much allowance.

The boy was whipped by Mr. Lewis, after getting him into the rec-
itation room, but I do not find that the whipping was either cruel or
excessive, and though severe, taking into consideration all the circum-
stances under which it was. inflicted, it was not in my judgment un-
reasonable, but entirely justifiable.

The accused is therefore discharged.

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103

* 4. DECIMAL SYSTEM OF WEIGHTS AND MEASURES.

The General Assembly in June, 1864, recommended to the school
officers of the State that what is known as the " Decimal System of
Weights and Measures/' should be taught in the common schools.

The increasing importance of this system may be seen from the
following statement, prepared by Professor Newton of New Haven,
who has taken a deep interest in diffusing information on the subject.

1. The Metrical system of Weights and Measures is in exclusive
use in France, Holland, and Belgium. Italy, Spain, Portugal, Greece,
Mexico, and most, if not all, of the South American States, have
adopted it. In some of these countries, however; its use by the people
is not compulsory. Parliament has legalised its use in the United
Kingdom. Austria, Prussia, and the other German States^ have
signed a convention agreeing to adopt systems of which the metre is
the base. There is reason to believe that Russia, Sweden, and Den-
mark will follow the example of the other European States.

2. In almost every department of science these weights and meas-
ures are sometimes employed, while in some departments all others
are obsolete.

3. The terms of the system are gradually becoming more common,
and will doubless at no distant day be met with in popular journals.

4. Preliminary steps have been taken by two different branches of
the United States Government looking to the possible adoption in this
country of this, or a similar system, in place of the incongruous weights
and measures in use* In case of such an adoption by the Government,
the necessary inconvenience attending the change by the people will
be very largely diminished, if the Metrical system shall have been
previously taught in the schools.

These tables, it is hoped, will soon be found in all our arithmetics.
Meanwhile any teacher desirous of teaching the system, can receive
on application to the Secretary of the Board of Education, a few
printed pages in which the principles, the tables and a few illustrative
examples are given.

P. S. (May 21, 1866.) The lower House in Congress has already
passed a bill making it lawful throughout the United States to employ
the weights and measures of the metric system. The bill has yet to
pass the Senate before it will become a law.

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5. TEACHERS' INSTITUTES AT PORTLAND AND SHARON.

The following Report was received from Prof. Camp after the main
portion of this document had gone to press;

To Prof. D. C Gilman, Sec. Board of Education :

Dkar Sir, — The Institutes for Middlesex and Litchfield Counties
were under my immediate supervision, and were held in accordance
with the direction of the Board of Education.

That for Middlesex County was held in Portland the last week in
August This was evidently too early to secure a general attendance
but the Institute was appointed at that time in hopes of meeting the
wants of a class of teachers engaged in yearly schools, whose services
woul<y?e required in their own schools early in September. There
were several of this class present not only from Middlesex county, but
also from Hartford and New Haven counties, but the aggregate at*
tendance was less than usual in this county, about thirty in all. Prof.
J. N. Bartlett of New Britain, Prof. Hibbard of Hartford, and Mr.
H. E. Sawyer, Principal of the High School, Middletown, rendered
valuable assistance in the exercises of the Institute. Lectures or ad-
dresses were given by J. Cummings, D. D., President of Wesleyan
University, by Prof. Thacher of the Board of Education, by the Sec-
retary of the Board, by Dr. E. W. Hatch, Superintendent of the
Reform School, and by several of the gentlemen engaged in the daily
instruction.

The Institute for Litchfield Co. was held the first week in Septem-
ber at Sharon. This place is in the extreme western part of the
county and not easily accessible by public conveyance from the eastern
part of the county. There was however a good number of teachers
present, and the Institute was also attended by a large number of cit-
izens who appeared to be interested in the questions discussed and in
the general and special exercises of the day sessions.

Prof. Bartlett, Prof. Holcomb, and Chas. Northend, Esq., of New
Britain, ProfL Hibbard of Hartford, and N. A. Calkins, Esq., one of
. the Assistant Superintendents of Schools, New York City, rendered
efficient service by their various lessons and lectures. The presence
of gentlemen interested in education in other States also contributed
to the interest and value of this Institute.

DAVID N. CAMP.

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7. SHEFFIELD SCIENTIFIC SCHOOL AT NEW HAVEN.

As the State has made provision for the gratuitous instruction of a
number of young men in the Sheffield Scientific School, the following
announcement is made respecting the terms of admission :

I. By appropriating to the Sheffield Scientific School of Yale College .
the income of certain funds derived from the sale of United States
lands, the State of Connecticut has provided for the gratuitous instruc-
tion of a number of pupils in the various departments of the school.

II. The persons to receive this free tuition are to be selected from
the candidates who offer themselves, by an Appointing Board, consist-
ing of the Governor, the Lieutenant-Governor, the three senior Sena-
tors, the Superintendent of Common Schools, and the Secretary of the
Sheffield Scientific School.

III. This privilege of free instruction must be assigned in accord-
ance with the following principles, viz. :

1. The candidates for appointment must be citizens of this State.

2. Preference will be given to Such as are " fitting themselves for
agricultural and mechanical or manufacturing occupations, who are or
shall become orphans through the death of a parent in the naval or
military service of the United States, and next to them to such as are
most in need of pecuniary assistance."

3. The appointments must be distributed as far as practicable among
the several counties of the State in proportion to their population.

IV. Candidates nominated by the Appointing Board are to be ad-
mitted to the school "upon the same terms and are to be subject to the
same rules and discipline as the other pupils of the school, with the
single exception that they shall not pay any thing for their instruction."

V. The Appointing Board will meet in New Haven on Tuesday,
July 24th, 1866, and also on Wednesday, September 12th, 1866.
Persons desiring to avail themselves of the bounty of the State may
apply in writing, previous to the meeting of the Board, to the Secretary,
who will furnish a printed form of application, to be filled up by each
candidate, and will present all applications to the Board for their
decision.

Further information respecting the course of study, the opening of
the terms, etc., may be obtained on application by letter or otherwise
to the Secretary of the school, Professor George J. Brush, New
Haven.

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108 .

IB.

CONNECTICUT NOBMAL SCHOOL AT NEW BRITAIN.

The Normal School at New Britain is under the direction of the
Board of Education of the State, and is designed to prepare young
men and young women to be teachers in the common schools of Con-
necticut.

Terms of Admission.
The law prescribes the following formalities for admission :

The number of pupils shall not exceed two hundred and twenty.
The secretary of the board of education shall request the board of
school visitors, in each town, to forward to him, annually, the names
of four persons, two of each sex, for admission to said school, whom
said board after examination, can recommend as suitable persons, by
their age, character, talents, and attainments, to be received as pupils
in said school. Said board shall forward to said secretary the names
of such applicants, as they shall find possessed of the qualifications,
required of teachers of common schools, and such as they shall rec-
ommend for admission to said normal school, after first having received
from said applicants a written declaration, signed with their own hands,
that their object in seeking admission to the school is, to become qual-
ified to teach in common schools, and that it is their intention to en-
gage in that employment in this state.

Said board shall select, by lot, from the whole number of applicants
from each county, the proportion of pupils to which such county is
entitled by its population, of each sex an equal number; but not more
than one pupil shall be admitted from any town, until each town, from
which an application is made, shall have a pupil in the school. Said
board may make all needful regulations for the examination of all
candidates for admission to said school, and may approve, or reject,
such persons, as may have been recommended by the school visitors
in their respective towns. The secretary of the board shall forward
to each pupil, appointed by the board, a certificate of such appoint-
ment, and shall return a list of the pupils, so appointed, to the princi-
pal of the school. If there shall not be a sufficient number of appli-
cants, from a county, to fill the number of appointments allowed to
such county, said board shall fill the vaeancy, by lot, from the whole
number of remaining applicants. To all pupils so admitted to the
school, the tuition, and all the privileges of the school, shall be gra-
tuitous.

It has been found that the number of pupils does not come up to the
number allowed by law, and consequently there has been no difficulty
in admitting more than one scholar from a town.

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109

Scholars are received only at the beginning of a term, and on pre-
senting themselves at the school as candidates for admission, are ex-,
amined in Arithmetic, English Grammar, Geography, Reading, and
Spelling.

Terms and Vacations.

There are three Terms in each year. The first, or Autumn Term,
commences on the third Tuesday of September, and continues till the
last school-day before the 25th of December.

The second, or Winter Term, commences on the second day of Jan-
uary, and continues till the last Thursday in March.

The third, or Spring Term, commences on the third Tuesday in
April, and continues till the last Thursday but one in July.

The anniversary exercises at the close of the school year will take
place at New Britain, Thursday, July 19, 1866. The examinations,
etc., will be held on Monday, Tuesday and Wednesday previous.

During the summer term of 1866, the School will be under the
charge of Isaac N. Carlton, M. A., and John N. Bartlett. In the
autumn term, the School will be under the direction of Charles 0.
Thompson, M. A., now of West Cambridge, Mass.

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110

• 1. HISTORICAL TABLES.

As the Board of Trustees has now given place to the State Board
of Education, the following particulars in respect to the past work of
the school should be placed on record for the convenience of future
reference. The services of all the gentlemen who have been Trustees
have been rendered gratuitously. The President of the Board, Hon.
Francis Gillette, and those who have been for a long period associated
with him, have labored arduously, efficiently, and unselfishly, to pro-
mote the education of the State, and their services are deserving of
lasting remembrance. Besides Mr. Gillette, each of the following
gentlemen has served the State in this capacity for more than ten
years, viz.: Hon. R. Averill, Hon. H. P. Haven, Hon. J. F. Babcock,
Dr. J. G. Beck with, Hon. A. Hall, Rev. H. S. Ramsdell, and Hon.
John S. Yeomans.

Trustees of the Normal School from 1849 to 1865.

Name.

County.

Residence.

Ap.

Ret

How Retired.

Francis Gillette,

Oswin H. Doolittle,
Asa Fish,
Eli T. Hovt,
John D. Baldwin,
Francis Bacon,
Ezra S. Williams,
Loren P. Waldo,
Charles Osgood,
Roger Avenll, .

it tt

Hezekiah S. Ramsdell,
Seth P. Beers,
E. B. Huntington,
William D. Shipman,
Henry P. Haven,

it it

Josiah G. Beckwith,
John S. Yeomans,
Alfred Hall,
James F. Babcock,
William T. Minor,
Stiles Stanton,
Lewis Williams,
William C\ Fowler,
♦Elisha Carpenter,
♦Georjrc M. Woodruff,

Hartford,

New Haven,

New London,

Fairfield,

Windham,

Litchfield,

Middlesex,

Tolland,

New London,

Fairfield,

Windham,
Litchfield,
New Haven,
Middlesex,
New London,

Litchfield,

Tolland,

Middlesex,

New Haven

Fairfield,

[New London,

Windham,

Mi dlosex,

'Hartford,

Litchfield,

Bloomfield,
. Hartford,
North Haven,
Stonington,
Danbury,

Litchfield,
Deep River,
Tolland,
Norwich,
Danbury,

Thompson,

Litchfield,

Waterbury,

East Haddam

New London,
<t tt

Litchfield,

Columbia,

Portland,

New Haven,

Stamford,

Stonington,

Pomfret,

Durham,

Wethersfield,

Litchfield,

1849

1849
1849
1849
1849
1849
1849
1849
1850
1850
1862
1850
1850
1852
1852
1852
1863
1853
1853
1854
1855
1858
1862
1862
1864
1865
1865

1865

1851
1850
1850
1850
1849
1852
1853
1852
1858
1865
1862
1853
1855
1854
1862
1865
1865
1865
1864
1865
1862
1862
1865
1865
1865
1865

Term expired.

Died in office.
Term expired.
Term expired.
Remov'd & resign'd.
Died in office.
Term expired.
Term expired.

Term expired.
Board discontinued.
Term, expired.
Term" expired.
Remov'd & resigned.

Term expired.
Board discontinued.
Term expired.
Board discontinued.
Term expired.
Board discontinued.
Term expired.
Declined to serve.
Board discontinued.
Board discontinued.
Board discontinued.
Board discontinued.

* The two last named did not serve.

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President.

Appointed. Resigned.

1849. Francis Gillette, 1865.

Secretaries.

1850. Henry Barnard, 1855.
1855. John D. Philbrick, 1857.
1857. David N. Camp, 1865.

Principals.

1849. Henry Barnard, 1855.

1855. John D. Philbrick, 1857.

1857. David N. Camp, 1866.

Associate

Principals.

Begun

Name.

Left.

Branches taught.

April,
1850,
Dec,
1852,
Jan.,
1855,
Jan.,
1857,
Aug.,
1858,
Aug.,
1864,

T. D. P. Stone,
John D. Philbrick,
Dayid N. Camp,
Charles F. Dowd,
Henry B. Buckham,
John N. Bartlett,

Nov. 30th,

1852,

Jan.,

1855,

Jan.,

1857,
August,

1858,
August,

1864,

Mathematics, Natural Philosophy, Moral
Philosophy, and Geography.

Mathematics,. Natural Philosophy, and
Moral Philosophy.

Mathematics, Natural Philosophy, and
Moral Philosophy.

[English Language and Literature, and Nat-
ural Philosophy.

Assistant Teachers.

Begun

1850,
1850,
1852,
1850,
1852,
1853,
1854,
1855,
1855,
1855,
1856,

1856,

1857,
1857,
1858,
1859,
1861,
1861,
1861,
1864,
1865,

Name.

John A. Guion,
David N. Camp,
Jane A. Bartholomew,
Nelson A. Moore,

A. Julius Busch,

B. N. Comings,

M. Josephine Wood,
J. M. Potter,
Cordelia T. Hough,
Levi W. Hart,
George Sherman,

Henry B. Buckham,

Louis Bail,
Elizabeth M. Wright,
Samuel H. Lee,

C. W. Huntington,
Erastus Ripley,
Ralph G. Hibbard,
W. B. Thompson,
Harriet N. Marshall,
C. Holcomb,

Left.

1850,
1855,
1864,
1852,
1857,
1866,
1855,
1859,
1857,
1856,
1856,

1858,

1859,
I860,

1865,
1865,
1864,
1866,
1866,

Branches taught, etc.

(Transferred to High School.)

(Appointed Associate Principal. J

Geography and History, etc.

Drawing.

Physiology, Chemistry, Natural History.

Instrumental Music.

Vocal Music.

Instrumental Music. -

Latin, Arithmetic, and History.

' Latin, Arithmetic, and History, afterwards
Ancient and Modern Languages, Rhet-
[ oric, etc, (became Associate Principal.)
" Drawing.

Instrumental Music.

Latin, Arithmetic, and Reading.

Instrumental and Vocal Music.

Latin, Arithmetic, and Reading.

Reading.

Vocal Music.

Geography and History.

Mathematics and Latin.

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Fbof. Camp's Letter of Resignation.

To the State Board of Education :

Gentlemen, — I hereby tender to you my resignation of the office
of Principal of the State Normal School, — to take effect four weeks
from date, or x sooner if agreeable to the Board.

In dissolving my connection with an institution with which I have
been identified for sixteen years, I can not well forget the hopes and
trials I have had in it, nor the kindly sympathy I have received from
its friends. I assure you that I shall ever take a deep interest in the
Connecticut Normal School, and I hope that it may ever be prosper-
ous under your watchful care and guidance.

I take this opportunity to thank the members of the Board for the
kindness I have received from their hands, and for the sympathy and
cooperation which I had from some of them in other relations, before
the present organization.

DAVID N. CAMP.

New Britain, March 19th, 1866.

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113

Number of Pupils and Graduates of the Connecticut Normal
School from its establishment to 1865.

The following figures have been collected from the printed
Catalogues of the institution and from the report of the
Alumni association.

SCHOLABS.

Tears.

Senior.
M. F.

Middle.
M. F.

Junior.
M. F.

Total.

Total since
1850. .

1850-61,

154

1851—2,

336

1852—3,

519

1853—4,

238

1854—5,

31 56

108

294

867

1855—6,

44 80

119

359

1,132

1856—7,

40 49

287

1,274

1857—8,

19 70

102

269

1,442

1858—9,

16 51

109

266

1,628

1859-60,

20 35

228

1,745

1860-61,

18 35

164

1,848

1861—2,

23 33

175

1,941

1862—3,

12 35

168

2,035

1863—4,

10 39

190

2,145

1864—5,

9 43.

139

2,218

GRADUATES.

Yean. Males.

Females

. Total.

Tears.

Males

. Females. Total.

1851,

1859,

1852,

1860,

1853,

1861,

1854,

1862,

•6

1855,

1863,

1856,

1864,

1857,

1865,

1858,

SUMMARY, JULY, 1865.

Whole number of scholars, ... 2,218
Number of graduates, Males, 86

Females, 140— 226

Graduates deceased, - - - 11

reported teaching in Connecticut, - 99

" " elsewhere, 24
8

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A LIST OF THOSE GRADUATES OF THE CONNECTICUT
NORMAL SCHOOL WHO WERE TEACHING IN THIS STATE IN
THE YEAR 1865.

[This list is taken from a Catalogue of the school, recently prepared
by Mrs. Jane A. Porter, Secretary of the "Association of Alumni of
the State Normal School." Many other pupils (not graduates) are
teaching m Connecticut, and many of the graduates are teaching in
other States. The places mentioned are the towns in which the grad-
uates were engaged last year.]

Class of 1851.
Leverett L. Camp, New Haven.
Jane S. Olmsted, East Hartford. — 2.

Class op 1853.
Marik E. Bassette, Watertown.
Mary J. Camp, Durham Center. — 2.

Class op 1854.
Emeline Harrison, New Haven.
Elizabeth R. Havens, Wethersfield.
Ellen M. Sprague, Andover.
Emily A. Thayer, New Milford.— 4.

Class op 1855.
John F. Peck, West Winsted.
Thomas K. Peck, Lord's Bridge.
Martha M. Baird, Stamford.
Jane D. Baldwin, New Britain.
Abby E. Henry, Hartford.
Harriet N. Marshall, New Britain.
Sara A. Morse, New Haven.
Emeline E. Rose, West Suffield.
Maria L. Sanford, New Haven. — 9.

Class of 1856.
George Fillow, Hartford.
John G. Lewis, New Haven.

John H. Peck, New Britain. ^

Asa Perkins, Groton.
Marcus L. Tryon, Tolland.
Amos A. White, Westford.
Edwin Whitney, North Mansfield.
Charles H. Wright, Birmingham.
Betsey C. Blakemah, New Haven.
Esther Henry, Hartford.
Marietta W. Hull, Clinton.
Almira Lovell, Stamford.
N. Louise Wakelee, Hartford. — 13.

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Class op 1857.
Lewis A. Camp, Morris.
Frederic B. Smith, New London.
Maria A. Butler, (Mrs. William L. Bixby,) Greenwich.
Phebe Selleck, Redding. — 4.

Class op 1858.
Anna A. Carter, Bridgewater.
Sarah H. Chamberlin, New Haven. — 2.

Class op 1859.
Elizabeth Baldwin, Milford.
Mary H. Clements, New Britain.
Mrs. Electa M. Herrick, Fair Haven.
C. Elizabeth Jones, Deep River.
M. Virginia Smith, Ansonia. — 5.

Class op 1860.

Charles S. Dudley, Westville.

John S. Gaffhey, Bridgeport.

Calvin B. McLean, Bridgeport

Sarah F. Aiken, Winnipauk.

Anna A. Baird, Milford.

Harriet N. Bartholomew, Granby.

Mary L. Catlin, Harwinton.

Julia A# Clarke, Hartford.

Esther C. Perry, Hartford.

Ellen E. Southworth, Mansfield Center. — 10

Class op 1861.
William Henry Dyer, Naugatuck.
Horace W. Hubbard, Cromwell.
Edwin K Paddock, Wolcottville.
Elias F. Sanford, Portland.
Augusta L. Curtis, Hartford.
Laura G. Lovell, New Britain. — 6.

Class of 1862.
Huber Clarke, Middletown.
Charles F. Holt, Berlin.
Simeon H. Jennings, Easton.
Smith S. Ventres, East Haddam.
Alice Norton, Kensington.
Lucy A. Tracy, New Britain.
Ellen J. Welles, Hartford.— 7.

Class of 1863.
Samuel M. Hotchkiss, Kensington.
James L. Johnson, Jewett City.
Henry B. Moore, Windsor.
Lyman Payne, Portland.
Theresa R. Bartholomew, Hartford*

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116

. Kate Butts, New Haven.
Annie L. Cowles, New Haven.
Isabel L. Ely, Hamburg.
Hannah H. Grosvenor, Canterbury.
Margaret M. Mann, West Meriden.
Ellen M. Paddock, New Haven.
Georgiana Sanford, Bridgeport. — 12.

Class of 1864.

Henry S. Chittenden, North Guilford*

Daniel W. Rossiter, North Haven.

Kathleen Brockway, Hadlyme.

Prudence M. Butler, Fair Haven.

Addie P. Campbell, Tv'aterbury.

Carrie T. Carey, New Britain.

Mary J. Corbin, West Meriden.

Carrie F. Dayton, (Mrs. C. B. McLean,) Bridgeport.

Sarah D. Harteon, Meriden.

Julia E. Steele, New Britain.

Susan A. Steele, New Hartford.

Laura Stone, Danielsonville.

Celia L Stuart, Fair Haven. — 13.

Class of 1865.
Clarence W. Colton, New Milford.
Amos F. Palmer, Greeneville.
John O. Smith, Jewett City.
Jennie Brown, Fair Haven.
Helen W. Christy, Greenwich.
Mary L. Lee, New Haven.
Helen P. Porter, Greeneville.
M. Louise Studwell, Greenwich.
Maria L. Turner, Fair Haven.
Carrie E. Williams, Greenwich.— 10. Total, 99.

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117

REPLIES TO THE CIRCULAR OF THE BOARD.
The following letter was addressed in December last to a few gen-
tlemen in this and other States, who were supposed to be familiar
with the Normal School question.

Office of the Connecticut Board of Education,)
New Hayen, December 4, 1865. )

Sir:

The newly organized Board of Education of the State of Connec-
ticut have directed me to inquire of a few judicious and well known
friends of Common Schools, in different parts of the State, their opin-
ion and advice in respect to the management of the State Normal
School. You are aware that for some years the attention of the Leg-
islature has been especially directed to this institution, and various
modifications of its plan have been proposed. The importance of
training teachers for their appropriate work is acknowledged by the
wisest friends of education in this and other States, but the best mode
of securing such professional training is by no means determined.
Any advice or suggestions which you may be disposed to' make on
this subject will be gladly received by the Board. To facilitate
replies,* a few specific questions are appended, but it is hoped that
your comments will not be restricted to these topics.
Yours with respect,

DANIEL C. GILMAN, Secretary.

1. Do you regard the maintenance of a school for the training of
teachers as an essential or important part of a State system of Com-
mon Schools ?

2. Will you give your opinion regarding the success- of the school
now established in this State, as exhibited in the qualifications of the
teachers it has trained ?

3. If you have thought of any practicable alterations in the plan of
the School at New Britain, which will improve its character, will you
state them freely and fully ?

4. Will you give your impressions regarding the value of Teach-
ers' Institutes, as a means of training teachers for their work, and
suggest any practicable improvements in their management ?

The following communications received in reply, contain sugges-
tions which may be of permanent value.

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From Ariel Parish, Esq., lately member of theJMass. Board of
Education, and now Superintendent of schools in New Haven.

Office op the City Board of Education,)
New Haven, Conn., Jan. 13, 1866. )

To the Secretary of the State Board of Education.

Sir : — In reply to your inquiry, in behalf of the Board of Educa-
tion, whether "a school for the training of teachers is an essential part
of a State System of Schools," I venture the following remarks.

There are two theories in relation to the teacher's vocation which
require consideration, preliminary to an intelligent answer to the ques-
tion proposed :

1. That the teacher, like the poet, "is born not made."
Accepting this as true, we only need an Institution in which some

suitable test can be applied, to determine who are teachers by birth-
right into whose hands the responsible work of instructing the rising
generation, with perfect assurance of complete success, may be com-
mitted. But, even if this could be done, a fatal objection seems to
arise in the possibility that the number of true born teachers, like
that of real poets, might be so limited, that Ignorance, with her dusky
wiin^might still overshadow the land, "because the laborers are few."
Dismissing this beautiful theory as simply impracticable, we proceed
to consider,

2. That the faculties of teachers are susceptible of cultivation ;
that their vocation requires the adaptation of means to obtain desired
results, like every other pursuit in life ; that a knowledge of means
and methods used by those who have been eminently successful, may
be communicated to the inexperienced, whereby they may be enabled
to avoid innumerable abortive experiments, and attain more certain
and immediate success.

Since the educational reformation commenced by Gfallaudet and
Barnard in Connecticut, and Horace Mann in Massachusets, the one
great and absorbing thought has been uppermost in the minds of edu-
cators everywhere, "how can teachers be best prepared for the work
of instruction and training of children placed under their charge?"
Most appropriately is this the great question, indeed the greatest of
all questions pertaining to the system of public school instruction.
'It is the "sine qua non;" literally and emphatically, "nothing without
which." The most elaborate architecture and ample conveniences in
school edifices, the most princely appropriations, the wisest, most de-
voted and talented Board of Education avail nothing, in default of
this. "As is the teacher, so is the school," and the school is "the
leaven which shall leaven the whole" community where it is estab-
lished.

The Normal School is the prominent agency developed for the im-
provement of teachers. It is the grand result from the combined
wisdom, the counsel and skill of men who have devoted their best in-
tellectual efforts to the cause of education. In the future, something

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119

may be devised greatly superior to the Normal School for the accom-
plishment of the object for which this has been created ; but, thus far,
we must accept this as the most efficient agency yet found. It may be
defective in its operation ; it may fail to produce the results desired.
Shall we throw it by, as useless, or consider how its defects may be
remedied? The former we can not afford to do, until some substitute
is provided. The latter would seem to be the only alternative.

The crowning excellence of a Normal School, like that of every
other School, is to be sought for in the capability of its teachers. In
it, the grand object should be to teach (those who resort to it for in-
struction,) the best methods of teaching, the most approved modes of
government ; how to cultivate in children those habits and elements
of character which shall transform every pupil into an intelligent,
pure-minded, honest and honorable citizen of a great Republic.

The elements necessary for the full success of a Normal School
may be comprised, mainly, in a few particulars.

1. The special business of those 1 who have charge of instruction is
to teach their pupils how to teach. The manner of imparting instruc-
tion and the various methods of conducting school exercises, should be
the leading objects to be attained, in such an institution, both on the
part of the teacher and the taught. Modes and principles pertaining
to school government must of course receive attention. The learner
should be made acquainted with school laws and legislative acts per-
taining to the whole subject of education. In short, he should become
familiar with the " theory and practice " of teaching, and be able to
comprehend the influence of education in the formation of individual
character whereby the highest interests of the nation and the human
race may be promoted.

2. Another element of success will be found in the thorough prep*
aration of pupils to receive the instruction which the Normal School
is designed to impart. Such a schoool is not to be merely an Acade-
my or High School. It should begin where these end. Thorough
instruction in the latter will furnish precisely the material with which
the former can produce its legitimate results. The one can never do
the work of the other. Doubtless it is through misapprehension, in
this particular, that Normal Schools have been crippled in their efforts
and limited in their results. They have been compelled to do the
work of Academies and Common Schools before they were able to
begin their own.

3. As success in teaching requires a natural aptitude and great
skill, so those who propose to be teachers of teachers, very obviously,
should possess all the qualities of good teachers, together with a fa-
miliar acquaintance with, and a readiness to impart to the learner, all
that a teacher should know or practice. In other words, those who
have charge of Normal Schools must have great capability, much
knowledge, large experience and an intimate knowledge of human
nature. '

4. Still another element of success will be found in an enlightened
and appreciative community. Parents who are anxious and earnest
to have their children well educated, will be likely to employ intelli-

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gent men to act in their behalf in the management of their Schools.
Such men as School Committees will not be likely to send ignorant,
unpromising candidates for admission to the Normal School. The
people everwhere need to be enlightened in this whole matter of ed-
ucation, its processes and results. In fact, is not the chief obstacle to
success, in the apathy and ignorance of the people in regard to the
true value of education ?

From the foregoing remarks you will infer what is my opinion of
the importance of a Normal School in a State system of common
school instruction.

In regard to the second and third questions in your circular, my
limited acquaintance with the character of the school forbids an ex-
pression of opinion by me.

In regard to the value of " Teachers' Institutes," my belief is that
they may be made important auxiliaries in preparing teachers for
their work. Their success or failure will depend entirely upon their
mode of management. Mere lectures on general educational topics
amount to little, except possibly to stir up the mind of the individual
to desire to do something. The great want of every teacher is, to
know a better way to do whatever he may be required to do, than that
which he has been accustomed to practice. It is not theory nor ad-
vice the teacher of limited experience wants ; but the " quod erat de-
monstrandum," how has the thing been successfully done by others ?

Hence the experience of others; the practical methods of others
will always be listened to with eager interest Therefore it is my
opinion that Teachers' Institutes may be made interesting and profi-
table by rendering them very practical in their character. Hints
and suggestions can be given, even in the brief space of three or four
days, which the inexperienced teacher can carry immediately into
school, which will prove beneficial to all the children who are placed
in charge of that teacher for instruction. •

Like the Normal School, it is not an institution that will "go alone."
It must have a head ; it must have system ; it must be conducted
with care, adaptation and skill, like any other institution ; and thus
conducted it cannot fail of being a "paying institution."

With diffidence these hastily written pages are submitted for your
consideration, by

Yours Respectfully, and

Very truly,

A. PARISH.

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. From H. E. Sawyer, Esq., Principal of the High School in Mid-
dletown.

Middletoww, January 13, 1866.

Dear Sir : — I have received a copy of your " Circular No. 2,"
with reference to the Normal School, and take this opportunity to
reply.

A school for the training of teachers I have always considered an
important if not an essential part of a complete system of public in-
struction for a State. This conviction, however, is not the result of
experience in such schools, of any considerable positive knowledge of
their good works ; for my life has been mostly passed in New Hamp-
shire, where no such institution has existed. But, working upon gen-
eral principles, and from the experience of others, earnest laborers in
the cause of education, have, for years, been striving to secure the
establishment of a Normal School or its equivalent, in that State.

The second and third questions proposed in the circular I cannot
answer, as I have never visited the school at New Britain, am not
familiar with its results, or its plan of operations ; and have only a
very pleasant personal acquaintance with Profs. Camp and Bartlett.

Teachers' Institutes I believe to be of great value in securing and
maintaining a high standard of excellence among teachers ; — more
however by awakening thought, stimulating effort, and exciting ambi-
tion, than by the positive communication of instruction.

It is of course evident that both Normal Schools and Institutes
depend for their value on the way in which they are administered.
Without reference to the conduct of the Normal School or the Insti-
tutes in this State, of which I am not competent to speak, I will so
far trespass on your patience as to express some opinions which I have
been led to hold on this subject

The Institute is not to - be regarded as a school for instruction in
Grammar, Arithmetic, etc, for this would require that it be protract-
ed, or turned into a permanent school. Hence its members should
have a sufficient familiarity with the branches taught in the schools
"to pass an examination," and sufficient age to justify them in aspiring
within no long time, to the teacher's position. Younger and less cul-
tured persons may be welcome to attend its sessions, but the exercises
will not be arranged with reference to such. On the other hand the
Institute is not to furnish a course of literary lectures for the pleasure
of a miscellaneous audience.

In planning the work of an Institute for a single week, I would
have regard to two classes of persons, whom I should hope to find in
attendance ; namely, experienced teachers and persons just entering
on the business. The former class are to be stimulated and quickened
to new energy as well as to be furnished with hints and suggestions
about improved methods and processes ; the latter to be instructed in
their new work. These, as already said, are supposed to be qualified
to teach, so far as knowledge of the subjects to be taught is concerned.
They need instruction and examples in organizing, controlling and

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teaching schools ; in methods of keeping school-records, and conduct-
ing general exercises, object lessons, and gymnastic drill ; in the rudi-
ments of mental philosophy, morals, and the legal rights and duties
of teachers. The class exercises should be models, showing how to
teach in accordance with the laws of mental development, stating,
illustrating and enforcing those laws, and given with contagious vivac-
ity and enthusiasm.

I would have a Normal School strictly a professional seminary, where
one, two, or three courses of lectures should be given to those who by
education were already qualified to teach ; who should be admitted upon
examination, and graduated only when they had earned a diploma which
should be a valid certificate anywhere. I would have man the great
subject of study : — the problem how shall the infant be most harmoniusly,
safely, and rapidly developed, as a physical, intellectual, social, immortal
being. The students should not make the knowledge of language,
mathematics, etc., the principal object, but should study to use all
knowledge, surroundings, and opportunities in working out the grand
problem of educating those who may be their pupils. I fear that
some teachers, perhaps some Normal Schools, make the grave mis-
take of considering the knowledge the most important, and so regard-
ing their pupils as machines for grinding the viciously voluminous and
multitudinous text-books, with which the country is flooded ; and con-
sequently estimating most highly that teacher who so " runs these
machines," as to make them grind the most of the chaffy grist in a
given time. To train, de velope, inform, — this is the teacher's work. To
show and teach how to do this, is, therefore, the appropriate office of
the Normal School. Hence Physiology, Mental Philosophy, and
Ethics, — not pure but applied, — will first claim attention. The moral
and legal relations of teachers to the State, to pupils and parents,
should also be fully discussed : — that is, there should be a department
somewhat corresponding to that of jurisprudence in the Medical
Schools.

School organization, discipline, records, registration, classification,
in a word, everything pertaining to school-economy, may next come
in.

From the chair of Didactics the students might learn how, most
advantageously to use their knowledge in communicating instruction
to others. If mathematics, languages, and sciences were studied at all,
I would perhaps class them under one head, as "Materia Scholastica"

The whole institution should know that books are only reservoirs,
not fountains of knowledge, and no one should be graduated who could
not teach chilren to use their senses, to reflect and compare, and to
read, write, and cipher, and to understand something of Grammar,
Geography, business and nature, before they had studied books a
single hour.

Then I would have every graduate taught how to institute and
maintain steady, persistent, unflinching drill, adapted of course, to the
» strength and capacity of his pupils, and how to inspire his classes with
enthusiasm by the contagion of his own example.

Excuse me for speaking so positively; I have adopted this style for

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the sake of condensation, and even now I have taken far too much of
your time.

I am, Very Truly Yours,

, . HENRY E. SAWYER.

From Prof. H. B. Buckham, of Vassar College, lately Associated

Principal of the Connecticut Normal School.
£>ear Sir :

In answer to your inquiries in reference to the Normal School, I
suggest the considerations which follow as important in the organiza-
tion and management of any such school.

1. A very high grade of scholarship in the principal teachers ; such
a grade as the growing young teachers of the State can look back to
and up to with unwavering respect, and such as teachers not educa-
ted in the school can honor. A thorough and hearty sympathy with
liberal culture on the part of their teachers, and a high estimation of
the exceeding value of such culture to all who are to have the care
of the young, would do much towards winning the favor of educated
men, and with their favor, their countenance and support.

2. A longer attendance at the school by the pupils. Your school has
suffered greatly by reason of those who have attended for a single
term.

3. A definite purpose of teaching on the part of the pupils of the
school. I mean much more than a loose notion of friends that a per-
son may teach, or that in preparation for any future misfortune it may
be as well to be prepared to teach. A gentleman, whom I will call
Smith, once called on me to ask the terms of admission to the school.
On reading to him the law on that point and the accompanying pledge,
he said, " I guess my daughter has Smith enough in her to sign such
a pledge ;" and she did "sign" and came to the school.

4. Close and constant attention to methods of teaching, and a just
conception of the value of methods, as being not formal rules but in-
forming principles. It is a pity that pupils should in any way get
the notion that a knack of teaching, or some, little artifice or trick, is
worth more than thorough intelligence ; or that anything, as a basis
of a good method of teaching, can be substituted for a clear and
strong proof of the thing to be taught, and for a clear understanding
of the value it is to have for the child when acquired by him.

5. It has often occurred to me that two grades of diplomas, such as
are given by the Board of Education of the city of New York, would
be a good thing ; one for mixed schools and for the lower rooms of
graded schools, and the other for the higher graties.

6. Much instruction in the art — if, indeed, it be an art — of govern-
ing schools, direct, practical, positive instruction, such as the teacher
can draw upon in almost any emergency.

7. The fostering of a true professional spirit ; not that which shows
itself in mere whims, or in blind attachment to trivial and questionable
peculiarities of methods ; but that which, springing from sincere love

Digitized by VjOOQIC

124

of the work, is strengthened by loyalty to the school which has educa-
ted the teacher and which begets a confidence in the inherent noble-
ness of his work so abiding as to make him secure against strong
temptations to abandon it. How many young men have been teach-
ing in the schools of Connecticut ever since they graduated at your
Normal School?

8. A good Common School Journal is a powerful auxiliary in the
work of training teachers.

Yours very truly,

HENRY B. BUCKHAM.

Poughkeepsie, N. Y., January, 1866.

Prom Rev. J. E. Barnes, Acting School Visitor in Darien.

Darien, April 10, 1866.

I have had little opportunity of judging in regard to the qualifica-
tions of the teachers trained at the New Britain Normal School. Not
more than two or three of them have been employed in the schools of
this town, during my connection with them as Acting Visitor. These,
however, have certainly been better qualified for their work, and more
successful, than the generality q£ our teachers. One of them was a
young man from my own congregation, of excellent natural abilities,
who had taught successfully before going to the Normal School. He
spoke highly of the benefits which he derived from the course of in-
struction at the school, and he appeared to me to have improved much in
general culture, as well as in his knowledge of the proper methods of
teaching and discipline. Probably he was rather more than an
"average specimen." He died soon after graduating, two years ago.

My knowledge of the school at New Britain is hardly sufficient to
justify any suggestions, on my part, for the improvement of its plan
of operations. With the chairs of instruction filled by men of broad
scholarship, and large experience, I should think it would be safe to
leave the details of system in a great measure to the good sense and
ingenuity of the faculty. It seems to me that a teacher of teachers
should by all means possess breadth of mind and facility of instruc-
tion, together with large stores of accurate knowledge ; and being
neither, a martinet, nor a mere pedagogue, should be allowed consid-
erable latitude in his methods.

I should very much like, if it were practicable, some legislation
which would put our Teachers' Institutes on a footing analagous to
that of our annual military musters and encampments ; — requiring
the attendance of all teachers within certain districts, at convenient
points, for a specified number of days, there to be instructed and drilled
by the members of the Board of Education, the professors in the
Normal School, and other competent persons, providing also for the
necessary expenses of the teachers while so engaged. The general
plan of these Institutes, as at present conducted, seems to me good.
It doubtless admits of improvement in details.

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125

SCHOOL VISITORS IN THE SEVERAL TOWNS.

1865-6.

For the sake of promoting correspondence* and cooperation among
the local school officers, the following list is given of School Visitors
in the several towns. It is intended to give the names of the "Acting
School Visitors," — but as these have not in every case been officially
reported, the names first given on the official lists are in some instances
stated instead. ^

Andoyer, Augustus K. White.

Ashford, Rev. Thomas Dutton.

Avon, Rev. OsWald L. Woodford.

Barkhamsted, James Pettibone, Abner S. Hart.

Berlin, Rev. Asahel C. Washburne.

Bethany, William C. White.

Bethel, Rev. John S. Breckenridge, Rev. G. L. Foster.

Bethlehem, G. C. Stone, David Osborn.

Bloomfield, William G. Case.

Bolton, Rev. William Turkington, Quarryville.

Bozrah, John W. Haughton. #

Branford, John J. Bartholomew.-

Bridgeport, Dr. H. L. W. Burritt

Bridge water, John H. Bowers.

Bristol, Rev. Leverett Griggs, N. J. Seeley.

Brookfield, Rev. Frederick Munson. *

Brooklyn, Rev. Charles N. Seymour.

Burlington, Rev. Henry B. Smith.

Canaan, C. B. Maltbie, Daniel Brewster, Falls Village.

Canterbury, Rev. Charles P. Grosvenor.

Canton, Rev. Charles N. Lyman, Canton Centre.

Chaplin, Rev. Francis Williams, A. M. Griggs.

Chatham, A. N. Niles.

Cheshire, Rev. Julius H. Ward.

Chester, Dr. Sylvester W. Turner.

Clinton, Hon. William H. Buell.

Colchester, Julius Emmons, Westchester.

Colebrook, J. Marcus Grant •

Columbia, Hon. John S. Yeomans.

Cornwall, John T. Andrew, A. B. Palmer.

Coventry, Rev. William J. Jennings.

Cromwell, Rev. William A. Stickney.

Danbury, Rev. Dr. F. J. Hawley, Rev. Henry Powers.

Darien, Rev. Jonathan £. Barnes, Darien Depot.

Derby, Rev. C. H. W. Stocking, Ansonia.

Durham, N. H. Parsons, Ransom Prout.

Eastford, Rev. Charles Chamberlain.

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126

East Granby, Samuel A. Clark.

East Haddam, Rev. Silas W. Bobbins.

East Hartford, Rev. Dr. Samuel Spring, Joseph 0. Hurlburt.

East Haven, Hon. James F. Babcock, Rev. D. William Havens.

East Lyme, Enoch L. Beckwith.

Easton, Dimon Bradley.

East Windsor, S. Terry Wells, J. S. Allen.

Ellington, Rev. Charles Hyde.

Enfield, Rev. Charles A. G. Brigham, Dr. L. H. Pease.

Essex, Dr. Charles H. Hubbard.

Fairfield, Rev. Thomas B. Sturges, Rev. Levi B. Stimson.

Farmington, Rev. Dr. Noah Po/ter, Rev. Moses Smith, Julius Gay.

Franklin, Rev. Franklin C. Jones.

Glastenbury, Rev. S. G. W. Rankin, Wm. H. H. Miller, Henry
H. Hunt. #

" Goshen, Henry Norton.

Granby, Anson Cooley, Rev. Charles H. Webster.

Greenwich, George T. Hobby, Dr. James H. Hoyt.

Griswold, B. C. Keigwin, Rev. Bennett F. Northrop.
• Groton, Rev. Jared R. Avery, William. H. Potter, Rev. Asa C.
Bronson, Mystic Bridge.

Guilford, Henry B. Starr, John R. Rossiter.

Haddam, Rev. James Noyes. .

Hamden, Rev. Austin Putnam, Rev. David H. Thayer.

Hampton, Rev. George Soule, Hon. David Greesnlit.

Hartford, Rev. Moses L. Scudder, Flavius A. Brown.

Hartland, Rev. Charles G. Goddard, Orson C. Gates.

Harwinton, Emerson M. Hayes.

Hebron, David F. Brigham, TurnerviUe.

Huntington, Christopher N. Shelton, Reuben W. Linsley.

Kent, Rev. Evarts Scudder, Ashbel Fuller.

Killingly, George W. Pike, Rev. William W. Davenport

Killingworth, E. H. Parmelee, Francis Turner.

Lebanon, Rev. Orlo D. Hine.

Ledyard, George Fanning.

Lisbon, Sanford Bromley, Henry Lyon.

Litchfield, Dr. Josiah G. Beckwith, Edward W. Seymour,
George M. Woodruff.

Lyme, Rev. William A. Hyde, M. S. Parker.

Madison, Francis A. Kelsey.

Manchester, Hon. David S. Calhoun, North Manchester.

Mansfield, Leonard R. Dunham.

Marlborough, Rev. Alpheus J. Pike, Sherman C. Lord.

Meriden, William E. Benham, West Meriden.

Middlebury, Benjamin Stone, Rev. Clinton Clark.

Middletown, George W. Burke, Alfred Hubbard, etc.
" City, Prof. John M. Van Vleck.

Milford, Rev. Thomas E. Pattison, N. C. Smith, John W. Fowler.

Monroe, Charles B. Clarke.

Montville, Augustus A. Parker, Hiram Walden.

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127

Morris, William B. Ames, Samuel M. Ensign.
Naugatuck, Rev. William T. Fitch, Franklin B. Tuttle.
New Britain, Dr. B. N. Comings, Rev. C. L. Goodell, C. North-
end, etc

New Canaan, Marvin W. Fox.
New Fairfield, Hendrick H. Wildman.

New Hartford, Rev. Edwin Hall, Jr., Rev. James B. Cleveland.
New Haven, City, Ltician W. Sperry, Ch'n, Ariel Parish, Supt.
" Fair Haven, Curtis S. BushnelL

« Westville, William C. Whipple.

New London, Rev. S. B. Grant, Joshua C. Learned.
New Milford, A. N. Baldwin, C. A. Todd, E. F. Morehouse.
Newtown, Hon. Zerah Fairman, Charles H. Peck.
Norfolk, Rev. Dr. Joseph Eldridge, M. P. Bell, Riley Stillman.
North Branford, Rev. Asa C. Pierce, Charles Page.
North Canaan, George Adams.
North Haven, S. B. Thorpe, Ezra Stiles.
North Stonington, Samuel A. Babcock, Van R. Gray.
Norwalk, Rev. O. W. Gates.
Norwich, John W. Crary.

" Central District, Rev. S. Graves. *

u Town Street, Rev. Dr. Hiram P. Arms.

u West Chelsea, F. J. Champlin.

Old Lyme, Rev. Davis S. Brainard.

Old Satbrook, Rev. Salmon McCall, Rev. P. L. Shepard.

Orange, Rev. George A. Bryan, Rev. Henry T. Staats.

Oxford, Nathan J. Wilcoxson.

Plainfield, Rev. Lucian Burleigh, Elkanah C. Eaton.

Plymouth, A. P. Fenn, Rev. R. T. Searle, Dr. S. T. Salisbury.

Pomfret, Rev. George H. Morss, Dr. Lewis Williams.

Portland, Samuel M. Emery, Hon. Alfred Hall.

Preston, Alexander Yerrington, Asahel Tanner, •

Prospect, B. B. Brown, XL. D. Russell.

Putnam, Rev. George J. Tillotson.

Redding, Burton Bradley, Edward P. Shaw.

Ridgefield, Rev. Samuel G. Coe, Henry Smith.

Rocky Hill, A. D. Griswold, Talcott A. Arnold.

Roxburt, Minott L. Beardsley,

Salem, R. A. Williams.

Salisbury, Rev. Dr. J. A. Wainwright, Dr. Henry M. Knight.

Satbrook, Joseph H. Mather, Rev. H. Wickes, Rev. John N.
Chase.

Scotland, Henry Lincoln, Rev. Luther H. Barber, Dr. Calvin
B. Bromley.

Seymour, Rev. 0. Evans Shannon, John Chatfield.

Sharon, H. C. Rowley.

Sherman, J. N. Woodruff.

Simsbury, Dudley B. McLean, G. L. Bartlett, R. H. Ensign.

Somers, Rev. George A. Oviatt, Wm. B. Woods, Rev. Erastus
Ripley.

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STATISTICAL TABLES

FOB THE SCHOOL YEAR ENDING AUGUST 31 ST, 1865,

^Compiled from the Returns of the Acting- School Visitors in the several
Towns in the State.

PRELIMINARY NOTE.

The following figures can not be taken as absolutely correct, but
great pains have been exerted to make them as nearly so as possible,
and on the whole they are regarded as giving a just and true view of
the condition of common schools. The tables are based upon the re-
ports which the law requires the school visitors of every town to sub-
mit to the Secretary of the State Board of Education. The school
visitors receive their information to a considerable extent from the
district committees, and they again from the teachers whom Ihey em-
ploy. The new School Register, which has been appointed for the
use of the schools of the state in accordance with the law, is intended
to facilitate the annual* collection of these returns, and its general use
is urgently recommended. Copies may be obtained on application to
the Secretary of the Board of Education.

EXPLANATIONS OP THE STATISTICAL TABLES.

The column No. 1 contains the names of the towns in the state ar-
ranged alphabetically by counties, county towns being placed first. In
three towns — New Haven, Norwich, and Middletown — there are
school districts which make independent reports, and these reports are
separately given.

Column No. 2 contains the population of each town according to
the United States Census of 1860. These figures are taken from the
official report published at Washington under the direction of the
Secretary of the Interior.

No. 3 gives the Grand List of each town according to the valuation
taken in October, 1864. These figures are taken from the report of
the State Treasurer to the General Assembly in May, 1865.

No. 4 contains the number of school districts in each town.

Digitized by VjOOQIC

130

JJo, 5 gives the number of school-houses reported.
No. 6 gives the number of departments in the schools, counting
each school-room of a graded school as one department.

Nos. 7 and 8 give the average length in weeks of the schools in
winter and summer respectively.

No. 9 gives the number of children between four and sixteen years
of age enumerated in January, 1865; the basis for distributing the
revenue of the School Fund.

Nos. 10 and 1 1 give the number of scholars registered as attending
school in winter and summer respectively.

No. 12 contains the per centage registered in the winter of 1864-5
as compared with the number enumerated in January, 1865. Thus
in Hartford, enumerated 6,965, registered in winter 4,125, or 59 per
cent Enfield, enumerated 1,522, registered in winter 1,292, or 85
per cent

Nos. 13 and 14 show the average attendance in winter and summer
respectively.

No. 15 gives the per centage of attendance in winter as compared
with the number registered in winter. Thus in East Hartford, regis-
tered in winter 536, average attendance 429, or 80 per cent

No. 16 shows how many of those registered were over sixteen years
of age.

Nos. 17, 18, 19, and 20, give the number of male teachers and fe-
male teachers employed in winter and summer respectively.

Nos. 21 and 22 give the average wages per month of male and fe-
male teachers, including cost of board when that is supplied by the
district.

No. 23 shows how many teachers have continued in the same school
two or more- successive terms.

No. 24 gives the number of teachers who were teaching for the
first time.

No. 25 shows how many are reported to have attended, not neces-
sarily graduated at, some Normal School.

Nos. 26 and 27 show how much money each town received from
the School Fund of the state, and from the Town Deposit Fund. In
a few instances the receipts from this latter source are not distinguished
from the receipts from town tax.

No. 28 gives the amount reported as raised by taxation by each town
as such, that is, not including district taxes, for the support of schools.
The law of the state requires this tax to be at least three-tenths of
a mill on each dollar of the Grand List

No. 29 contains the amount reported as raised by taxes levied by
the districts upon the property within their several limits. In the

Digitized by VjOOQIC

131

reports of many towns and districts the distinction between this way
of raising money and that indicated in No. 30 is not carefully regarded.

No. 30 shows how much is reported as raised by tuition, or rate
bills. This should never be reported as a tax on property.

No. 31 shows the receipts from other sources than those previously
mentioned, as from local funds, from special donations, or from towns
in lieu of school taxes abated.

No. 32 gives the amount of receipts from all sources.

No. 33 gives the amount raised from all sources for each child be-
tween the ages of four and sixteen as enumerated in January, 1865,
the money raised for new school-houses and that received from sale of
property not included.

Nos. 34, 35, 36, 37, and 38, require no explanation.

In order to print the statistics for each founty on two pages, the

1 cents were omitted from Nos. 36 and 37. Because of these omissions

some of the totals of these columns and some of the totals in No. 38

may seem to be incorrect, as no changes were made in those totals to

, make them correspond with the omissions.

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2,681.07
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SH\OJJLRY.-Oontinued.

a. Tz^CBXKf : StKIO AST) Wt«»

2«

*ap».
K«nr»ak

2*>

COUNTIES.

Male.

Female.

At. *

~Mkk ~

TT!KU

Hertford,

i **

2*7

S*3

$54.22

$23.35

2 if.

U«

New Haven,

€2

' i*
l

2*7

SSS

62. 50

2T.62

24«

lis

New London,

315

; £2

1*0

278

8V.X0

21.2V

160

»»7

■96

Fairfield,

100

IS*

267

40.75

2? 2*

Windham,

1 ■

16V

34*2

i>>2

<^y

Litchfield,

206

2V0

33 .W

ivw

Middlesex,

1
140

44.04

W wo

f'M

Tolland,

57
655

33 1*3
t4W.(MJ

tv.nw'

1
4 V

Total,

113

1,44**

1 .i*rm|

MHI

4. Baoaure ruvm am, hvua'/f*#

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SITMMARY.-Oontinued.

5. EXPBHBES FOB ALL OBJECTS.

COUNTIES.

Teachers.

Fuel, etc.

New
B'ld'gs.

Re-
pairs.

Total.

Hartford, ....

$91,357.33

24,980.03

15,316.27

10,264.52

♦141,918.15

New Haven, .

100,591.59

25,830.14

14,336.34

5,569.38

146,327.45

New London, # .

56,296.52

9,198.18

1,000.00

3,350.27

69,844.97

Fairfield,

65,788.41

8,879.89

5,021.25

3,486.02

1 83,175.57

Windham, ....

22,839.49

5,908.75

24,205.00

1,471.05

54,424.29

Litchfield, . « .

40,832.50

4,864.88

1,524.64

1,486.46

48,708.48

Middlesex,

25,237.37

3,337.70

961.05

29,536.12

Tolland,

18,194.71

1,465.33

950.00

2,927.12

23,537.16

Total, . . ...

$421,137.92|84,464.90 62,353.50

29,515.87

597,472.19

* Hartford County — No returns of expenses from Bloomfield.
t Fairfield County — No returns of expenses from New Fairfield.

. Qjf* For an explanation of the abbreviations in the foregoing summary, and of the
principles on which the tables have been compiled, the reader is especially requested
to consult pages 129-31.

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PUBLIC ACTSJOWIN FORCE

• REHjA.TXN'G- to

COMMON SCHOOLS. '

FROM THE REVISED STATUTES- OF 1866.

_W <

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REVISED STATUTES, (1866,) TITLE XVL

CHAPTER III.*
OF COMMON SCHOOLS.

1* — BOARD OF EDUCATION.

Skctioks. Sections.

25. Board of education, how constituted ; Ten- 29. Bis compensation.

ure of office : vacancies how supplied. 80. Incidental expenses of the board, how paid.

26. Powers and duties of board. 82. Teachers' conventions, manner of holding.

27. Secretary of board, how appointed. 83. Notice of such conventions to be given.
27, 28, and 81. His duties.

Sect. 25. There shall be appointed, by the general assembly, four
persons, to be selected one from each congressional district in the state,
who, together with the governor and lieutenant-governor, shall consti-
tute and be denominated the "Board of Education/' and the persons
so appointed shall hold their offices for the term m four years ; but
the first person named in said board shall go out of office at the end
of one year, the next named at the end of two years, and so of the
remaining members, one retiring each year in the order in which they
are named, till the whole board be changed, and the governor and
lieutenant-governor may fill, till the next session of the general assem-
bly, all vacancies in said board which may occur from death, resigna-
tion, or otherwise.

Sect. 26. The board of education shall have general supervision
and control of the educational interests of the state; it shall have
power to direct what books shall be used in all the schools of the state ;
shall prescribe the form of registers to be kept in the schools, and the
form of blanks and inquiries for the returns to be made by the school
committees ; shall annually, on or before the third Wednesday in May,
lay before the general assembly a report, containing a printed abstract
of said returns, and a detailed report of all the doings of the board,
with such observations upon the condition and efficiency of the system
of popular education, and such suggestions, as to the best means of
improving it, as the experience and reflection of the board may dictate.

Sect. 27. The board may appoint its own secretary, who, under
its direction, shall make the abstracts required by the preceding sec-
tion ; he shall also suggest to the board, and to the general assembly,
improvements in the system of public schools, and in the management
of the normal school; shall visit, as often as his other duties will per-
mit, different parts of the state, for the purpose of awakening and
guiding public sentiment in relation to the practical interests of edu-
cation; shall collect, in his office, such school-books, apparatus, maps,

• Chapters I. and II. of this title, containing Sections 1—24, relate to colleges and to the Nor-
mal School.

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154

and charts, as can be obtained without expense to the state; receive
and arrange, in his office, the reports, and returns of the school com-
mittees, and receive, preserve, or distribute, the state documents in re-
lation to the public schools.

Sect. 28. He shall, under the direction of the board, give suffi-
cient notice of such meetings of teachers of public schools, members
of school committees of the several towns, and friends of education,
generally, in any county, as may voluntarily assemble at such time and
place as may be designated by the board, and shall at such meetings
collect information as to the public schools of the county, of the fulfill-
ment of the duties of their office by members of school committees,
and school visitors, and of the circumstances of the school districts in
regard to pupils, teachers, books, apparatus, and methods of education,
to enable him to furnish all information desired for the report of the
board of education; he shall send the blank forms of inquiry, the
school registers, the annual report of the board, and his own annual
reports, to the clerks of the several towns and cities, as soon as they
are ready for distribution.

Sect. 29. He shall receive from the treasury an annual salary of
eighteen hundred dollars, and his necessary traveling expenses incurred
in the performance of his official duties, after they shall have been
audited and approved by the board, and all postages, and other neces-
sary expenses, arising in his office, shall be paid from the treasury, in
the same manner as those of the other departments of the government

Sect. 80. The incidental expenses of the board, and the expenses
of the members thereof, incurred in the discharge of their official du-
ties, shall be paid out of the treasury, after their accounts shall have
been audited and allowed.

Sect. 31. The secretary of the board of education shall exercise
a general supervision over the common schools of the state; shall col-
lect information from school visitors in the manner provided in the one
hundred and fifth section of this act, and from other sources; shall
prepare and submit an annual report to the general assembly, con-
taining a statement of the condition of the common schools of the
state, plans and suggestions for the improvement and better organiza-
tion of the common school system, and all such matters relating to his
office, and to the interests of education, as he shall deem expedient to
communicate.

Sect. 32. He is hereby authorized and directed to hold, at one
convenient place in each county of the state, schools or conventions
of teachers, for the purpose of instructing in the best modes of gov-
erning and teaching common schools; and for the purpose of defraying
the expenses of each school or convention so held, the said secretary
may draw upon the comptroller for a sum not exceeding one hundred
and twenty dollars, to be paid from the civil list funds of the state.

Sect, 33. The said secretary shall give seasonable notice to each
town of the times and places of holding such schools or conventions,
and such other notice to teachers as he may deem expedient.

Digitized by VjOOQlC

155

2. — PROPERTY OP SCHOOL SOCIETIES TRANSFERRED TO TOWNS.

Sections. Sxctions.

84. Towns to provide for support of common 41. Funds, buildings, &c.,of such school socle- -
schools, to assume liabilities of former school ties to remain as heretofore.

societies. 42. Board of education in such district have

85. School districts confirmed. powers and duties of school visitors.
36. Records of school societies to be preferred 43. Returns to be made to this board.

with records of towns. 44. They may appoint an acting school visitor.

87. Towns to hold local funds ; funds to be di- 45. Authority of towns ; board of visitors re-
Tided in certain cases. stricted in such towns.

88. Manner of such division. 46. Comptroller to draw orders for public money

89. School societies formed under act of 1855 to for such district, on application of board of
become school districts ; to choose board of education.

education ; powers and duties of such board.
40. Any school society may avail itself of same
privileges.

Sect. 34. The several towns within this state shall provide for the
support of common schools within their respective limits, and all debts,
legal obligations, or pecuniary trusts, of any school society heretofore
existing, which pertains to schools, shall remain in full force against
the town or towns within which such school society was situated.

Sect. 35. The school districts established by law shall remain
school districts of the towns within which they are situated, subject to
certain limitations and exceptions hereinafter mentioned.

Sect. 36. The records of school societies shall be deposited and
for ever kept with the records of the towns in which such school soci-
eties were situated ; and where any school society lies within the limits
of two or more towns, the records of such society shall be deposited
and kept with the records of the town within which the greater part
of the territory of such society lies. And said records, whether they
appear to have been made at a meeting, held in pursuance of a warn-
ing, or otherwise, or whether informal or otherwise, provided the same
can be clearly understood, are hereby validated and confirmed.

Sect. 37. All the funds, buildings, and property of every kind,
heretofore held for school purposes by the school societies, shall vest
in the towns within which such school societies are situated, to be held
by such towns for the purposes for which the same were held by the
societies. Where there were two or more school societies within the
limits of any one town, and any of such school societies had a perma-
nent fund for the support of schools, such fund shall be held in trust
by said town for the support of schools for the inhabitants of the ter-
ritory, formerly embraced within such school society; and where any
school society lay within the limits of two or more towns, and was
possessed of any permanent fund, such fund shall be divided between,
or amdhg, such towns, and the portions so distributed shall be held by
such towns, in trust, for the support of schools for the inhabitants of
that portion of such school society, lying within said town; and where
any such school society was indebted, such indebtedness shall, in the
same manner, be divided between or among said towns.

Sect. 38. When it shall be necessary to distribute any fund, or
divide any indebtedness, between or among different towns, in the-
manner provided by the preceding section, such distribution or division:
shall be made by the selectmen of said towns ; and if they can not

Digitized by VjOOQIC

156

agree, then, upon application of the selectmen of either town, by a
committee of three disinterested persons, to be appointed by the supe-
rior court within the county, in which either of such towns shall be
. situated, who shall make report to said court, which report, when ac-
cepted by said court, shall be final in the premises; and the report of
such committee, or the agreement of the selectmen, shall be recorded
at length upon the records of each of said towns.

Sect. 39. School societies, heretofore organized under the act of
1855, entitled "an act in addition to and in alteration of an act con-
cerning education," which are not co-extensive with the towns within
which they are situated, shall become school districts of said towns,
with all the powers and duties of school districts, as specified in this
act, with the following exceptions, viz : such school districts shall an-
nually choose, on the third Monday of September in each year, instead
of a district committee, a board of education, consisting of three, six,
or nine persons, in the manner prescribed in this act, for the election
of school visitors ; and said board of education shall have all the pow-
ers and be subject to all the duties imposed on the district committees ;
and, in addition thereto, shall have the general charge and superin-
tendence of the common schools within their district, and the care and
the management of the property and funds of the district; they shall lodge
all bonds, leases, notes, and other securities, with the treasurer of said
district, unless the same have been intrusted to others by the donors,
or grantors, or by the general assembly; they shall pay into the treas-
ury of the district all moneys which they may receive for the support
of schools ; they shall determine the number and qualifications of the
scholars to be admitted into each school; shall supply the requisite
number of qualified teachers; shall, annually, during the first two
weeks of the month of September, ascertain the expense of supporting
and maintaining the schools under their superintendence, during the
year ending the thirty-first day of the previous August, and report the
same, together with the amount of moneys received towards the pay-
ment thereof, to the district at a meeting to be held on the third Mon-
day in September in each year; and shall, at the same time, make a
full report of their doings, and the condition of the schools under their
superintendence, and all important matters concerning the same, to the
district, and shall perform all lawful acts which may be required of
them by the district, and which may be necessary to carry into effect
the powers and duties granted by this act.

Sect. 40. All existing school societies, in which school districts
have been abolished, may avail themselves of the privileges specified
in the preceding sections.

Sect. 41. The funds, buildings, and all other property of the
school societies, specified in the two preceding sections, shall not be
affected by this act, but shall remain, as heretofore, under the care and
management of said school societies.

Sect. 42. The board of education, appointed by any school dis-
trict, organized under the thirty-ninth and fortieth sections of this act,
shall possess all the powers, and be subject to all the duties within said
district, which are possessed by the board of school visitors in the sev-

Digitized by VjOOQIC

157

eral towns, and shall make their annual report to the secretary of the
board of education, and their returns and certificates # directly to the
comptroller.

Sect. 43. All the returns, by law required to be made by the dis-
trict committee or clerk of such district, shall be made to said board of
education.

Sect. 44. Said board of education shall have full power to appoint
an acting school visitor in said district, who shall possess, within said
district, all the powers, and be subject to all the duties by law pos-
sessed by, and imposed upon, similar officers appointed by the board .
of school visitors of the several towns.

Sect. 45. The authority of the board of school visitors of the
town, in which said district is situated, shall extend only to the re-
maining portion of said town, and their returns and certificates shall
include only the children in such remaining portion.

Sect. 46. The comptroller of public accounts, on the application
of the board of education of such district, shall draw an order in favor
of such district, on the treasurer, for the proportionate amount, to
which such district may be entitled, of all moneys appropriated by
law for the benefit, support, and encouragement of common schools, as
is provided in respect to towns ; and the town in which said district is
situated shall be entitled to receive only its proportionate amount of
such public money, for the children in the remaining portion of said
town.

3. — duties op towns.

Sconoirs. . Smtioni .

47. School visitors, how appointed. 66. Towns forfeit public money, unless returns

48. Vacancies, how filled. are made.

49. Towns having permanent fund, to elect 67. Towns to lay tax for support of schools,
school fund treasurer. 68. Forfeiture for neglect to tax.

60. Powers of towns. 69. Towns may take land for school-houses.

61. Towns to transact school business in town 60. School visitors to draw on town treasurer-
meetings, for public money.

62. Duties of selectmen respecting schools. 61. School districts may be consolidated.

63. Higher schools to be regulated by school 62. Town to appoint committee for consolida-
visitors. ted districts.

64. Towns may choose committee for higher 68. When district may appeal from action of
schools. town.

56. When town fails to appoint such commit- 64. When appeal may be taken,
tee, school yisitors shall appoint it. 65. Appeal, how disposed of.

66. lines, how to be altered.

Sect. 47. Every town shall elect by ballot a board of school vis-
itors, which shall consist of three, six, or nine members, each of
whom shall hold his office for three years, and until another is chosen
in his place. Said board shall be divided into three classes, and the
term of office of each class shall expire at the same time, and in such
manner as to make a regular vacancy in the board, of one class an-
nually. Should any vacancy occur by death, resignation, or other-
wise, the remaining members of the board may fill such vacancy,
until the next annual meeting of the town.

Sect. 48. At every annual meeting of the town, all vacancies in
the board shall be filled, by an election of the necessary members by

158

ballot ; any member, elected to fill an irregular vacancy, shall hold
his office only for the unexpired term of his predecessor.

Sect. 49. In case any town shall have received any permanent
funds from any school society within its limits, such town shall annu-
ally elect, by ballot, a school fund treasurer, who shall have the charge
of such funds, and keep a separate account of the same, and make
an annual report to the town of the condition of said funds, and of
his disbursements of the same, and who shall give bond, with security,
to the satisfaction of the selectmen of the town, for the faithful dis-
charge of the duties of his office.

Sect. 50. The towns shall have power to establish and maintain
common schools of different grades within their limits ; to purchase,
receive and hold any real and personal property for school purposes,
and to convey the same ; to build and repair school-houses ; to lay
taxes, and to make all lawful contracts, and to adopt all lawful regu-
lations and measures for the education of the children of the town.

Sect. 51. The business of the towns, relating to schools, shall be
^ transacted at regular and special town meetings, in the same manner,
and subject to the same regulations, as other town business.

Sect. 52. The selectmen shall have the care and management
of any property, or funds, appertaining to schools, and belonging to
the town, and shall lodge all bonds, leases, notes, and other securities,
with the treasurer, except so far as the same shall have been, or shall
be, intrusted to others by the donor, or grantor, or by the general as-
sembly, or by the town ; they shall pay to the treasurer all money
which they may collect and receive for the use of schools ; they shall
settle and describe the boundary lines of any new school district, or
of any existing district, or parts of a district, within their limits,
where the lines are not now settled, and described, when applied to
by the district, and shall cause the same to be entered on the records
of the town ; they shall designate the time, place, and object, of hold-
ing the first meeting in any new district, and perform all other lawful
acts which may be required of them by the town, or which may be
necessary to carry into full effect the powers tff towns with regard to
schools.

Sect. 53. Whenever any town shall maintain any school of a
higher grade, for the older and more advanced children of either sex,
the board of school visitors of such town shall prescribe rules and
regulations for the admission of scholars into such schools, and for
the studies, books, and classification of the same ; and shall examine
all candidates for teachers in such school, and shall give to those
persons, with whose moral character, and literary attainments, and
ability to teach, they are satisfied, a certificate, setting forth the
branches he is found capable of teaching ; and shall visit such school,
at least twice during each season for schooling, and may annul the
certificate of any teacher in the manner and for the cause provided
in the one hundred and fourth section of this act ; and said school
shall receive such proportion of all money, provided for the support
of common schools in such town, as the number of scholars, attend-

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ing such high school, shall bear to the whole number attending all the
other common schools of the town.

Sect. 54. Such town may, at its annual meeting, or at any meet-
ing specially warned for that purpose, choose, by ballot, a committee
of not more than five residents of the town, who shall have all the
powers, and discharge all the duties, in relation to such schools, as
are by law imposed upon district committees, in relation to district
schools.

Sect. 55. Whenever any town shall fail to elect a committee, as
provided in the preceding section, the board of school visitors of such
town shall appoint a committee who shall have the flowers and dis-
charge the duties provided in the said section.

Sect. 56. No town shall be entitled to receive its share of the
public money from the treasury of the state, unless the report, re-
quired by the one hundred and fifth section of this act, shall have
been made by the school visitors to the secretary of the board of edu-
cation. % .

Sect. 57. Each of the towns in this state shall annually, on or
before the first day of March, raise by taxation such a sum of money
as they may deem advisable, not less than three-tenths of a mill on
the dollar, on the grand list on said first of March last made and per-
fected, and cause the same to be paid into the treasury of the several
towns, respectively, for the benefit, support, and encouragement of
common schools ; and the whole amount of money so raised shall be
annually distributed to the several school districts within each town,
under the direction of the selectmen and school visitors.

Sect. 58. If any town shall neglect to raise such sum of money,
in the manner and within the time limited in the preceding section,
or shall fail to distribute the same according to the provisions of said
section, such town shall forfeit, to the treasurer of the state, a sum
equal to the amount which it was the duty of such town to raise as
aforesaid, to be recovered by said treasurer in an action upon the

Sect. 59. Towns $hali have the same powers, and be subject to
the same regulations, in taking land for school houses, out-buildings,
and convenient accommodations for schools, as are conferred on
school districts in the eighty-ninth, ninetieth, ninety-first, ninety-
second, ninety-third, and ninety-fourth, sections of this act

Sect. 60. Every town, in lawful meeting, may authorize the
school visitors in said town to draw an order on the town treasurer,
in favor of such districts, as have kept their schools, in all respects,
according to law, for their proportion of all the public moneys, re-
ceived from the school fund for the use of the schools, in the hands of
the treasurer, in proportion to the number of persons, between the
ages of four and sixteen years, in each district.

Sect. 61. Any town may, at any time, consolidate all the school
districts therein in one district, to be known as the school district of
(name of town), and shall thereupon forthwith take posses-
sion of all school-houses, land, apparatus, and other property owned

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and used for school purposes, which such districts might lawfully sell
and convey ; but no such consolidation shall take effect, until a ma*
jority of the school districts in the town shall, by a majority vote, in
meetings legally warned, approve thereof. The property so taken
shall be appraised under the direction of the town, and at the next
annual assessment thereafter, a tax shall be levied upon the whole
town, equal to the amount of said appraisal ; and there shall be re-
mitted to the tax payers of each district the appraised value of its
property thus taken ; or the difference, in the value of the property
of the several districts, may be adjusted in any other manner agreed
upon by the parties in interest.

Sect. 62. Whenever any town shall consolidate its school dis-
tricts, as provided in the preceding section, such town may, at its an-
nual meeting, or at any special meeting called for such purpose, elect,
by ballot, a committee of the town, not exceeding five persons in num-
ber, who shall have all the powers, and discharge all the duties, in
relation to such school, which are, by Jaw, imposed upon district com-
mittees in relation to district schools.

Sect. 63. Whenever application shall be made to a town to form,
alter, or dissolve, a school district, any district aggrieved by the action,
or neglect of action of the town, in the premises, may appeal from
such action or neglect of said town, to the superior court of the county
in which such town is situated.

Sect. 64. Such appeal may be taken to either of the next two
terms, succeeding the action or neglect appealed from, and shall be
made by a brief statement, that such appeal is taken, by whom, and
the subject-matter of such appeal, signed by the proper agent or at-
torney of the appellants, to which shall be annexed a citation, signed
by proper authority, notifying the appellees to appear at the court to
which such appeal is taken ; and service • thereof shall be made by
some proper officer, leaving a true and attested copy of such appeal
and citation with the town clerk, or one of the selectmen, of such
town, and with the clerk, or one of the district committee, of any
other district interested, at least twelve days before the session of the
court to which the same is made returnable.

Sect. 65. Said court shall hear the parties, and shall have the
same powers to act upon said application that said town by law had ;
and if said court sees fit, it may appoint a committee to report the
facts and their opinion thereon ; and the final decree of said court in
the premises shall be recorded in the records of said town ; and said
court shall have full power, as to the allowance and taxation of costs,
including the fees for the surveys, and copies and recording of such
decree.

Sect. 66. No alteration of the lines, so fixed by such decree, shall
be made, except by the superior .court of such county ; and such
court shall have original jurisdiction of any application for the pur-
pose, made by any district interested.

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4. — SCHOOL DISTRICTS.

StonoHfl. Sionoxs.

67. Towns may alter and dissolve districts. 84. District committee's duties.

68. Notice to be given of change of taxable 85. Powers and duties of clerk,, treasurer, and

Sroperty from one district to another. collector,

chool districts formed from two or more 86. Treasurer and collector to give bonds If

towns, where to belong. required.

70. Property in such districts, how taxed. 87. Pixingor changing site of a school-house.

71. When districts are consolidated or divided, 88- When district does not support a school,
corporate property, how disposed of. to whom school money paid.

72. Real estate, how divided. 89—93. How district may take land for site of
78. Districts may allow school-houses to be school-house.

used for private schools. 94. Extending provisions of five preceding sec-

74. Union districts under act of 1841, how to tions to other cases.

be regulated. 95. How school-house shall be built.

75. Annual meeting of district, when held. 96. Money from school fund to be withheld if
Special meetings, when to be called. school-house, &c, are not satisfactory.

76. Place of meeting. 97. Enumeration of children in districts lying

77. Notice of meetings to be given. in two or more towns.

78. Who may vote in district meetings. 98. District or committee may fix rate of tul-

79. Name or number and limits of districts tion. Exemption of persons unable to pay ;
to be recorded. abatements to be paid by towns.

80. Settlement of boundaries of districts. 99 Rate of tuition limited.

81. Corporate power of school districts. 100. How fixed and assessed.

82. District officers, who, when, and how cho- 101. Tuition bills, how made out and collected,
sen. Penalty for neglect of duty. 102. Application for abatements, when to be

83. District failing to appoint officers, visitors made,
shall appoint. •

Sect. 67. Each town shall have power to form, alter, and dis-
solve, school districts within its limits, and any two or more towns
may form school districts of adjoining portions of their several towns,
and may alter and dissolve the same ; but no new district shall be
formed, which shall contain less than forty persons, between the ages
of four and sixteen years ; and the jurisdiction of towns, for such pur-
poses, shall extend to districts, specially incorporated by act of the
general assembly, in the same manner as to others.

Sect. 68. Whenever it shall be proposed to remove persons, or
taxable property, from one district and annex the same to another
district, the district, from which such persons or property are to be
removed, shall be notified of such proposed alteration, by having a
copy of the same lodged with the clerk of the district, at least fifteen
days before the town is called to act upon said alteration.

Sect. 69. Every school district, heretofore formed from parts of
two or more towns, shall, for all school purposes, belong to the town
within which the school-house of said district is situated, unless such
towns shall make some other agreement, with regard to the jurisdic-
tion over such district ; and in all cases, where any district shall here-
after be so formed, the towns, from which the same are so formed,
shall, in the formation of such district, agree as to the particular town
to which such district shall belong ; but the inhabitants of such dis-
trict shall have no right to vote in town meeting in any other town
than that within which they reside.

Sect. 70. The property of the inhabitants of a district, formed
from two or more towns, may be taxed for school purposes in the town
to which such district pertains ; but, for all other purposes, shall be
taxable in the town in which such inhabitants reside.

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Sect. 71. When any two or more districts shall be consolidated
into one, the new district shall own all the corporate property of the
several districts ; and when a district shall be divided, the funds and
property, or the income and proceeds thereof, belonging to such dis-
trict, shall be distributed among the several parts, in proportion to the
number of persons, between the ages of four and sixteen years in
each ; and in case the distribution shall not be made before the district
is divided, and the several parts can not agree, the selectmen of the
town shall distribute the same.

Sect. 72. Whenever, on any such division of any such school
district, the only, or principal, property of said district shall consist
of a school-house, and real estate connected therewith, which can not
be divided between the several parts of said district, without great
inconvenience, the selectmen of the town, instead of dividing such
school-house and real estate, shall set such school-house and real
estate to one part, and award that the other part or parts shall receive,
from the part to which such school-house and real estate are set, such
sum of money as shall, in the judgment of such selectmen, be just
and right, and such award shall be binding upon the several parts of
such district. • ,

Sect. 73. Any school district may allow its school-house to be
used for a private school, whenever the same is not used for a public
school, by vote of a majority of the legal voters, present at any meet-
ing of the district, legally called for that purpose.

Sect. 74. All associations under the statute of 1841, allowing
any two or more adjoining school districts to associate together, and
form a union district, entered into before the repeal of said statute,
shall continue to be managed and regulated, according to the provis-
ions of the statute of 1841, any law or usage to the contrary not-
withstanding.

Sect. 75. Every school district shall hold an annual meeting, on
such day in the months of August or September in each year, as the
committee, or clerk of the district, in the notice thereof, may desig-
nate, for the choice of officers, and for the transaction of any other
business, relating to schools in said district ; and shall also hold a
special meeting whenever the same shall be duly called ; and the dis-
trict committee may call a special meeting, whenever such committee
may think necessary or proper, and shall call a special meeting, on
the written request of five residents, therein qualified to vote ; which
request shall state the object of calling the same.

Sect. 76. District meetings shall be held at the district school-
house ; if there be no suitable school-house, the committee shall de-
termine the place of meeting ; if there be no committee, the clerk
shall determine the same ; if there be no committee and no clerk, the
selectmen of the town, to which such district belongs, shall determine
the place of meeting, which shall, in all cases, be within the limits of
the district.

Sect. 77. Notice of the time, place, and object, of every annual
and special meeting of the district, shall be given, at least five days
inclusive, previous to holding the same. The district committee, or,

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168

if there be no such committee, the clerk, or, if there be no commit-
tee and no clerk, the selectmen of the town, shall give notice of a dis-
trict meeting, either by publishing the same in a newspaper printed in
the district, or, by putting notice on the district school- house, or on
the sign-post within the district, or in some* other mode previously
designated by the district ; but if there be no such newspaper, school-
house, or sign-post, or other mode so designated, the selectmen of the
town, to which said district belongs, shall determine how and where
the notice shall be given. The person or persons, giving such notice,
shall, on the day of giving the notice, leave a duplicate of the same
with the clerk of the district, who shall preserve it on file.*

Sect. 78. Every person, residing in the district, qualified to vote
in town meeting, may vote in district meetings ; and every meeting
may choose its own moderator, and may adjourn from time to time to
meet at the same, or some other place. Every person, who shall vote
illegally in any school district meeting, shall forfeit the sum of seven-
teen dollars to the treasurer of the county where the offense is com-
mitted ; and the attorneys for the state in the several counties, and
grand jurors in the several towns, shall make presentment of every
such offense.

Sect. 79. The name, or number, and limits, of every school dis-
trict shall be entered on the records of such district, and on the records
of the town, to which such district belongs.

Sect. 80. Whenever the boundary lines of any district are not
clearly settled and defined, the selectmen of the town, in which said
district is situated, shall settle and define the same ; and whenever
said selectmen can not agree in settling and defining such boundary
lines, the town, to which such district belongs, may appoint three in-
different persons for that purpose, who shall have the same authority
therein as is herein conferred upon said selectmen, and said boundary
tines may, in either case, when necessary, be defined by an actual
survey ; and when parts of such districts lie in two or more towns,
the selectmen of the towns, in which any such part is situated, or, in
case of disagreement, indifferent persons, appointed as aforesaid, shall
settle and define the boundary lines of such part.

Sect. 81. Every school district shall be a body corporate, and
shall have power to sue and be sued, to purchase, receive, hold and
convey, real or personal property for school purposes ; to build, pur-
chase, hire, and repair school-houses, and to supply the same with fuel,
furniture, and other appendages and accommodations; to establish
schools of different grades ; to purchase maps, globes, blackboards,
and other school apparatus ; to establish and maintain a school library;
to employ one or more teachers, and shall be holden to pay the wages
of any such teacher or teachers, as are employed by the committee
of such district in conformity to law ; to lay taxes for all the forego-
ing purposes ; to borrow money for any purpose for which it may lay

* Object of meeting, how" expressed in warning; meeting when opened; presump-
tions in regard to record. South School Dist. v. Blakely, 18 C B., 827.

What is a sufficient warning. Bartlett v. Kingsley, 16 C. B. 827. Various points
in relation to school meetings. Same.

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Sect. 90. If the report of said committee be rejected and their
doings set aside, the court aforesaid shall appoint another committee,
who shall proceed in the same manner as the first committee are re-
quired to proceed by the preceding section ; but if said report shall
be accepted by said court, such acceptance shall have the effect of a
judgment, in favor of the owners of the land against the petitioners,
for the amount of the assessments made by the committee, and exe-
cution may be issued therefor accordingly ; but said land shall not be
used or inclosed by the school district, for any purpose whatever,
until the amount of said judgment shall be paid to the party to whom
it is due, or deposited for his use with the treasurer of the county.

Sect. 91. The school district, preferring the petition aforesaid,
shall pay the committee, for making said assessment, a reasonable
compensation for their services, which shall be taxed by the court to
which their report is made.

Sect. 92. Any school district wishing to take land, which has
been fixed upon by it as the site of a school house for a common
school, and being unable to agree with the owner of such land upon
the compensation to be paid him therefor, may at any time when the
superior court is not in session in the county in which such land is
situated, prefer its petition to either judge of the superior court, pray-
ing for the appointment of a committee, for the purposes specified in
the eighty-ninth section of this act. Said petition shall be accompa-
nied by a summons, signed by competent authority, notifying the
owner of the land, proposed to be taken, to appear before <he judge
to whom such petition is brought, at a time and place specified in said
summons, and shall be served in the same manner as is provided by
law for the service of other petitions, at least twelve days before the
time specified in said summons.

Sect. 93. Any committee, so appointed, shall have all the powers
and perform all the duties provided for committees appointed by the
superior court, in accordance with the eighty-ninth section of this act,
and shall make report of their doings to the next term of the supe-
rior court, holden in the county wherein such district may be, upon
which said superior court shall proceed, in all respects, as provided
in said section.

Sect. 94. The provisions of the five preceding sections shall be
so extended and construed, as to authorize school districts to take
land for necessary out-buildings, and convenient accommodations for
such schools, where school-houses have been heretofore erected, as
well as where they are to be erected, after the proceedings therein
authorized have been had.

Sect. 95. Whenever a district shall have voted to erect a new
school-house, the same shall be built, according to a plan approved
by the board of school visitors, and by the building committee of such
district, but such officers shall not have power to require such district
to expend any larger sum therefor, than such district shall vote to
appropriate.

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167

Sect. 96. No district shall be entitled to receive any money from
the school fund of the state, unless such district shall be supplied with
a school-house, and out-building3 pertaining thereto, which shall be
satisfactory to the board of school visitors.

Sect. 97. The committee of any school district, formed from parts
of two or more towns, shall, in their return of the names of the per-
sons between four and sixteen years of age, to the school visitors of
the towns to which such district belongs, specify the towns to which
each person thus enumerated belongs, and shall, under oath, make re-
turn to the school visitors in any gather town, which may compose a
part of such district, the names of those persons thus enumerated,
whose legal residence shall be within the limits of said town, and who,
for school purposes, are to be considered as belonging to said district.

Sect. 98. Any school district, in lawful meeting, may fix, or au-
thorize its district committee to fix, a rate of tuition, to be paid by the
persons attending school, or by their parents, guardians, or employers,
towards the expenses of instruction, fuel, books, and other expenses,
over and above the money received from the town or state appropria-
tions; and the selectmen, and board of visitors, as a board, shall, on
application of the district committee, exempt therefrom, all persons,
whom they consider unable to pay the same ; and the selectmen shall
draw an order on the treasurer of the town in which such district is
located, in favor of such district, for the amount of such abatements. '

Sect. 99. The rate of tuition, fixed as aforesaid, shall not exceed
six dollars per scholar, for each school year, or a proportionate sum
for each term of schooling, or part of a year, except in districts where
different grades of common schools are established, where the rate for
the higher grades shall not exceed twelve dollars per scholar, for each
school year.

Sect. 100. Such rate of tuition may be fixed by a district at any
time during the school year, or within three weeks after the close
thereof, and shall be assessed on all the persons who may attend, or
have attended, the school of such district during said year, or upon
their parents, guardians, or employers ; and for any person attending
school during any part of a term, the whole tuition fee for said term
shall be paid, except in case of absence from school on account of
sickness, death, removal from the district, or other good reason, when
the district committee may make a reasonable deduction from the sum
to be paid to such person; but in no case shall any deduction be made
for any -absence, except for a continuous absence of not less than four
weeks.

Sect. 101. Whenever a rate of tuition has been fixed by any
school district, in accordance with the provisions of this act, the rate
bill or assessment of such tuition shall be made out and signed by the
district committee, and may be delivered to the collector of the dis-
trict, or, if there be no district collector, to either constable of the
town; and said collector or constable shall have the same power in
the collection of the same, as is possessed by collectors of town taxes ;
and such constable shall be allowed the same fees for collecting as are
allowed the collectors of town taxes.

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Sect. 102. All applications made to the selectmen and board of
visitors for the abatement of tuition bills assessed by any district, shall
be made within twelve months from the close of the school term, for
which such tuition bills are due.

5. — SCHOOL VISITORS.

Bsctioks. SicnoNs.

108. Duties of school visitors. 105. Duties of acting visitors.

101. Visitors may annul certificates of unquali- 106. Compensation of acting school visitors,
lied teachers ; may appoint acting visitors.

Sect. 103. The board of visitors shall prescribe rules and regu-
lations for the management, studies, books, classification, and disci-
pline, of the schools in the town ; and shall themselves, or by a com-
mittee by them appointed for that purpose, examine all candidates for
teachers in the common schools of such town, and shall give to those
persons, with whose moral character, and literary attainments, and
ability to teach, they are satisfied, a certificate, setting forth the
branches he or she is found capable of teaching ; but no certificate
shall be given to any person not found qualified to teach reading, writ-
ing, arithmetic, and grammar, thoroughly, and the rudiments of geog-*
raphy and history; shall visit all the common schools of said town,
twice, at least, during each season for schooling, once within four
weeks after the opening, and again, within four weeks preceding the
close of the school, at which visit they shall examine the register of
the teacher, and other matters touching the school-house, library, stud-
ies, discipline, mode of teaching, and improvement of the school ; they
shall make return of the number of persons over four and under six-
teen years of age in said town to the comptroller, and draw orders on
the same for any portion of the public money due to said town, as
heretofore prescribed ; and they shall draw all orders on the town
treasurer or school fund treasurer for all moneys due the common
schools of said town.

Sect. 104. The board of visitors shall annul, by a major vote of
the board, the certificates of such teachers as shall be found unquali-
fied, or who will not conform to the rules and the regulations adopted
by the visitors, and shall submit to the town, at its annual meeting, a
written account of their own doings and of the condition of the sev-
eral schools within their limits, for the year preceding ; and said board
may appoint a committee of one or two persons to exercise all, or such
part of the powers, and perform all, or such part of the duties of
said visitors as may be prescribed in the vote making the appointment,
and the rules and regulations of said board, which committee shall be
called the acting school visitor or visitors.

Sect. 105. The acting school visitor or visitors shall visit the
schools included in his or their appointment, in company with one or
more of the visitors, or of the district committee, if such attendance
can be obtained ; and such visits shall be made twice at least during
each season of schooling, in conformity with the provisions of this act.
He or they shall, unless otherwise directed by the visitors, spend at
least half a day in each school visit; and shall make a full annual re-

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port of the condition of said schools, and of all the important facts
concerning the same, to the secretary of the hoard of education, on or
before the first day of October, annually, and shall answer in writing
all inquiries that may be propounded to him or them on the subject of
common schools, by said secretary. He or they shall also prepare an
abstract of such report, to be read at the annual meeting of said town.
Sect. 106. The acting school visitor or visitors of every town
shall receive, for the time actually employed in the performance of
the duties prescribed in this act, the sum of one dollar and twenty-five
cents each, per day, to be paid out of the treasury of the town in
which the school-houses of the schools visited by him or them are sit-
uated, if he or they shall have made his or their annual report in the
manner prescribed in the preceding sections, and his or their account
shall be approved by the visitors of the town.

6. — DISTRICT COMMITTEES.

Sicrxoirs. Sbctiovs.

•107. District committee to make report to school 108. If report not made, public money to be
visitors ; subjects of report. withheld.

Sect. 107. The committee of every district shall, on or before the
fifteenth day of September in each year, make a written report to the
board of school visitors of the town, which shall state:

1. The whole term for which a school or schools in such district
shall have been kept by a qualified teacher or teachers during the year
ending the thirty-first day of August, and how much of said term was
winter school, and how much summer school.

2. The amount of money received from the school fund of the state,
town deposit fund, local funds, town tax, district tax, rate bills, and
all contributions, whether in board, fuel, or otherwise, for the year
ending the thirty-first day of August.

3. The whole number of children between the ages of four and
sixteen years, the number of each sex in the summer school, and in
the winter school, the average attendance both summer and winter of
each sex, and the number of pupils attending school over sixteen years
of age.

4. The number of male, and of female teachers employed, and for
how long a time each.

5. The wages of male teachers per month, and of female teachers
per week, including board, when received as a part of the teacher's
compensation.

6. The amount expended during the year for school buildings, for
apparatus and library, and for other school purposes.

7. The different branches taught in the schools, the number of pu-
pils in each branch, the number of public examinations, lectures, visits,
and by whom, and such other information as may be required by the
board of visitors, or by the secretary of the board of education.

Sect. 108. No district shall be entitled to receive its share of the
public money from the state treasury, unless the report, required by
the next preceding section, shall have bein made by the committee of
the district.

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7.— TEACHERS.

Bkctiohs. Sxctions.

109. Teachers must have certificates of examfn- 110. Teachers to keep register.

atlon and approbation from school visitors 111. When teacher not entitled to pay.

before commencing school. 112. Examination of teachers, how conducted.

Sect. 109. No teacher shall be employed in any school, supported
by any portion of the public money, until he has received a certificate
of examination and approbation, signed by a majority of the board of
visitors, or by all the committee by them appointed, nor shall any
teacher be entitled to draw any portion of his wages, so far as the
same are paid out of any public money appropriated by law to schools,
unless he can produce such certificate, dated previous to the opening
of his school; but no new certificate shall be necessary, when the
teacher is continued in the same school more than one term, unless the
visitors shall require it.

Sect. 110. Every teacher, in any common district school, shall
enter in a book or a register, to be provided by the clerk, at the ex-
pense of the district, the names of all the scholars attending school,
their ages, the date when they commenced, the length of time they
continued, and their daily attendance, together with the day of the
month on which such school was visited by the school visitors of the
town, or committee by them appointed; which book or register shall
be open at all times to the inspection of all persons interested, and
shall be- delivered over by the teacher, at the close of the term, to the
distiict clerk, together with a certified abstract, showing the whole
number of pupils enrolled, the number of males and females, and the
average daily attendance. The teacher, so far as practicable, shall
furnish to the district committee such information, with regard to mat-
ters appertaining to the school, as such committee shall require.

Sect. 111. No teacher shall be entitled to any pay for his services,
who shall have neglected to perform the duties enjoined by the next
preceding section.

Sect. 112. All examination of teachers under the one hundred
and third section of this act shall be conducted by a majority of the
board of school visitors, or by all the committee by them appointed.

8. — SCHOOL LIBRARIES.

Sictiohb. SsonoHs.

113. When payments may be made from state 115. Visitors may make regulations for district

treasury for district libraries. libraries.

014. Selection of books to be approved by Tisitors.

Sect. 113. The treasurer of the state, upon the order of the sec-
retary of the board of education, is hereby authorized and directed to
•pay .over the sum of ten dollars, out of any moneys that may be in
the £>ublie treasury, to everv school district which shall raise by tax or
subscription a like sum fornhe same purpose, to establish within 6uch
district a school library, and to procure philosophical and chemical

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171

apparatus; and the further sum of ^ve dollars annually, upon a like
order, to the said districts, upon condition that they shall have raised
a like sum for such year, for the purposes aforesaid.

Sect. 114. The selection of books for such libraries shall be ap-
proved by the board of visitors of each town.

Sect. 115. The board of visitors of each town shall make proper
rules and regulations for the management, use, and safe keeping, of
such libraries.

CHAPTER IV.

OF STATE APPORTIONMENTS, TAXATION, AND EXPENSES*.

Swrnovs. Sicnorn.

116. Income of school fund, how distributed. 126. Visitors to certify fct> what districts soheolv >

117. Town tax and interest of town deposit have not been legally kept.

fund, how distributed. Least amonnt of 127. Secretary of beard of education to decide.,
money to each district. when public Bun*cy i&forfeited. .

118. Excess of tax, how applied in districts ly- 128. School money, misapplied forfeited to the .
ing in two or more towns. state.

119. Schools to be kept at least six months, and 129. Penalty ftr fraudulent certificate.,
to be visited twice each season ; penalty. 190, 181. District; tax, how levied.

120. District committees to make annual return 132. How tev proceed when property in two-.or
of names of children, &c. more districts, is.not entered separately) on

121 When district clerk to make returns. grand; list.

122. When one of school visitors to make returns. 188. When real estate or polls have, been pmjttted,

128. Returns to be sworn to ; form of return. from grand list.

124. Visitors to examine and correct returns, 184. When property has been sold .or eonveyedt
and transmit to comptroller. Form of cer- since, last .grand 1M was ( Qomplp{£cU
tificate. 19& .Duty of assessors in the preceding cases.

125. Returns to school visitors how lodged, and 1$^.; School districts may appoint a-constabkt
school money how drawn. Form of certinV cqtyeeljpr,,..

cate by school visitors.

Sect. 116. The income of th$ school fund, after deduQting-air ex-
penses attending its management^ shall he divided by the, comptroller
of public accounts, with the adv\ce or , the commissioner of. the school
fund, and distributed among the several, towns, in proportion, tor the
number of persons between four and sixteen yeara of age, as ascer-
tained by the school vis,itor.s of such towns, in, conformity wilft the
provisions of this act.

Sect. 117. Th§ whole amount . of. money raised by the> towns of
this state, in accordance with the. requirements of the fifty-seventh
section of this act, and all the interest or income, arisifc&fitam moneys
known as tlie town ^deposit fund, shall annually, on 4 or. before the
fourth day of March, be distributed , to the several achool district^
and parts of school districts, within the limits of eac& town, under
the direction of the selectmen and school visitors, ; t but whenever the
public money, derived from the school fund, will not; amount, accord- .
ing to, the rule of distribution, to thirty-five. dpU$rs> for a district in
any one year, the selectmen and school visitors shall appropriate from
said" fundj^a sum, sufficient to. ma&etlie, amount .equal to thirty-five.
<JoJ)ars.

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172

Sect. 118. In the distribution of the town school tax to parts of
districts, or to joint districts, formed from two or more towns, when-
ever either of such towns shall raise by tax, for school purposes, a
greater amount than that required by law, the excess over such re-
quired amount shall be applied towards the rate or tuition bills, (if
any are made,) of such children, attending common school in said
joint district, as belong to the same, and reside in the town in which
said tax was collected.

Sect. 119. No school district shall be entitled to any portion of
the public money, unless the school in said district has been kept by
a teacher or teachers, duly qualified, for at least six months in the
year, and visited twice during each season by its visitors, nor until
the district committee shall certify that the public money, received
by the district for the year previous, has been faithfully applied, and
expended, in paying for the services of such teacher or teachers, and
for no other purpose whatever.

Sect. 120. The district committee shall annually, in the month
of January, ascertain the name of every person over four and under
sixteen years of age, who shall belong to such district on the first
Monday of said month, and compose a part of the family of his pa-
rents, guardians, or employers, together with the names of such pa-
rents, guardians, or employers, and shall make return of the same to
the school visitors of the town, to which such district belongs, on or
before the twentieth day of January in each year ; but in such return,
no persons shall be included, who are residing in such districts to at-
tend a private school, or for other private purposes ; and such persons
shall be enumerated in the district where their parents or guardians
reside.

Sect. 121. In case- of the absence or inability of the district com-
mittee to make the enumeration and return above required, the clerk
of the district shall do the same, in the manner, and within the time
before prescribed.

Sect. 122. Whenever thejeommittee and clerk of any school dis-
trict shall omit to return, to the school visitors of the town, the enu-
meration of the children in their respective districts, within the time
prescribed by law, one of the school visitors of such town shall make
such enumeration, before the first day of February in each year, and
return the same to said school visitors ; and for making such enu-
meration, such visitor shall be entitled to receive five cents, for each
child so enumerated, to be paid from the next dividend belonging to said
district, which may thereafter be received from the town deposit fund.

Sect. 123. The return, above required to be made to the school
visitors, shall be subscribed by the person making the same, and
sworn to before a magistrate, according to the following form ;

I do hereby certify, that I have carefully enumerated, according to
law, all persons between the ages of four and sixteen years, within
the school district, and do find, that on the first Monday of

January, A. D. there were residing within said district, and

belonging thereto, the number of persons between the ages

aforesaid.

A.B.

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173

On this day of A. D. personally appeared the

above named A. B. and made oath to the truth of the above return
by him subscribed, before me.

C. D., Justice of the Peace.

Sect. 124. The school visitors of the town shall examine and
correct the returns made to them, so that no person shall be enumer-
ated twice in different districts, or be improperly returned, and shall
prepare and transmit to the comptroller of public accounts, on or be-
fore the fifth day of February, annually, a certificate, in which the
number of persons shall be inserted, at full length, which shall be
sworn to according to the following form, to wit :

We, the school visitors of the town of do certify, that from

the returns made to us under oath, as by law provided, we find, that
on the first Monday of January, A. D. there were residing with-
in said town, and belonging thereto, the number of persons
between the ages of four and sixteen years, and from the best in-
formation we have obtained, we verily believe that said number is
correct.

>■ School Visitors.

On this day of A. D. personally appeared the

above named school visitors, and made oath to the truth of the above
certificate by them subscribed, before me.

C. D., Justice of the Peace.

Sect. 125. The school visitors shall lodge the returns made to
them with the treasurer of the town. The comptroller of public ac-
counts, on the application of the school visitors of any town, shall
draw an order on the treasurer for the amount, which such town may
be entitled to, of all moneys appropriated by law, for the benefit,
support, and encouragement of common schools, which may be in the
treasury on the twenty-eighth day of February in each year ; but no
order shall be drawn in favor of any town, until the school visitors
shall certify, in writing, under their hands, in the words following, to
wit:

" We, the school visitors of the town of do certify, that the

schools in said town have been kept for at least six months in the
year, ending the thirty-first day of August last, by teachers duly ex-
amined and approved, and have been visited according to law ; and
that the moneys drawn from the public treasury by said town for
said year, appropriated to schooling, have been faithfully applied and
expended in paying for the services of said teachers, and for no other
purpose whatever.

Dated at the day of A. D.

>• School Visitors.

To the Comptroller of Public Accounts.

Sect. 126. Whenever the school in any school district shall not
be kept according to law, the school visitors of the town, to which such
district belongs, shall, in their certificate or certificates to the comp-

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174

trailer for the year following, state such fact, and also the number of
children enumerated in such district, and the comptroller, when ap-
plication is made for the school moneys, payable to such town for said
year, shall deduct from the whole number of children, enumerated in
such town, the number contained in such district, and shall draw an
order for the benefit of the remaining districts of such town*

Sect. 127. In all cases of forfeiture of public money, under the
one hundred and nineteenth section of this act, application shall be
made to the secretary of the board of education, who shall examine
the facts of each case, and decide, according to its equity, on the
right of the applicants to receive the money so forfeited ; and the
same shall be paid, as if no forfeiture had occurred, on his certificate
to the comptroller of public accounts, in approbation of such pay-
ment *

Sect. 128. If any money, appropriated to the use of schools, shall
be applied by a town, or a school district, to any other purpose, the
same shall be forfeited to the state, and the comptroller shall sue for
such money in behalf of the state, to be applied to the use of schools.

Sect. 129. If any school visitor or school visitors shall, at any
time, fraudulently make a false certificate, by which money shall be
drawn from the treasury of this state, each person, so fraudulently
making such certificate, shall forfeit the sum of sixty dollars to the
state, to be recovered by action of debt oil this statute, and the comp-
troller shall bring a suit to recover the same.

Sect. 130. Whenever a district shall impose a tax, the same shall
be levied on all the real estate situated therein, and upon the polls, and
other rateable estate, except real estate, situated without the limits of
such district, of those persons who are residents therein, at the time
of laying such tax ; and said real estate shall not be taxed by any
school district except the one in which the same is situated ; and said
tax shall be made out, and signed, by the district committee, from the
assessment list, of the town or towns to which said district belongs,
last completed, or next to be completed, as said district shall direct ;
and no deduction or abatement shall be made on account of the in-
debtedness of the owner of any estate so taxed, unless the debtor and
creditor both reside in the same school district, where said real estate
is taxed.

Sect. 131. Such tax shall also be levied on the interest of all
manufacturing and mechanical business, subject to taxation, which is
located or carried on in said district, whether the owners reside there-
in or not, except so far as the same may consist in real estate, situated
out of the district ; and said interest so taxed shall not be taxed in
any other school district.

Sect. 132. Whenever real estate, situated in one district, is so
assessed and entered in the grand list, in common with other estate,
situi ted out of said district, that there is no distinct and separate
value, put by the assessors upon the part lying in said district, then
said district, wishing to lay a tax as aforesaid, may call on one or
more of the assessors, for the time being, of the town in which said

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175

property is situated, to assess, and they shall, on such application,
assess the value of that part of said estate which lies in said district,
and return the same to the clerk of said town ; and notice of such
assessment^ and of the meeting of the assessors and selectmen here-
after mentioned, shall be given by the district committee, in the same
way as a notice for school meetings ; and at the end of fifteen days,
after said assessment has been returned as aforesaid, said assessors
and selectmen shall meet in such place, as said district committee
shall designate in such notice, and shall have the same power, in rela-
tion to such list, as the board of relief has, in relation to such list of
towns ; and when such list shall be perfected by said assessors and
selectmen, the same shall be lodged with the town clerk, and said as*
sessment shall be the rule of taxation for said estate, by said district,
for the year ensuing, and said assessors shall be paid, by said district,
a reasonable compensation for their services.

Sect. 133. Whenever a district wishes to lay a tax, and there ia
real estate situated in said district, which has been neglected to be
put into the assessment list of the town ; or, where there are polls
in said district, liable to taxation, which have not l$een entered in said
assessment list, such district may call on one or more of the assessors,
for the time being, of the town in which such neglect has occurred,
who shall assess the value of such real estate, make a list of said polls,
and add such property and polls to the list of the district, wishing to
lay said tax.

Sect. 134. Whenever a district wishes to lay a tax, and lays the
same on the town list last completed, and any real estate has been
sold and conveyed, or in any way changed ownership, between the
time when said list was completed, and the time of laying said tax,
such district may call out one or more of the assessors, for the time
being, of the town in which such sale, conveyance, or change of prop-
erty has occurred, who shall assess the value of said real estate, to
the person owning the same, at the time of laying said tax, and de-
duct the same from the list of the person, in whose name it stood on
the assessment list of the town.

Sect. 135. The assessors, in performing the duties mentioned in
the two preceding sections, shall proceed in the manner prescribed,
for assessing real estate, in the one hundred and thirty-second section
of this act.

Sect. 136. The several school districts may appoint either of the
constables of the town or towns, in which such school district may be
. situated, to be collector of the taxes of such school district, whether
such constable belongs to said district or not, and the constable, ap-
pointed such collector, on receiving any rate, tax, or assessment bill,
from the committee of any such school district, shall forthwith collect
the same, and pay the amount of such bill or bills into the treasury
of such school district, and said constable shall be allowed such fees
for collecting the same, as are allowed to collectors of town taxes.

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176

TITLE IIIL

CHAPTER IV.

OF CHILDEEN AND iONOBS EMPLOYED IN LABOR.

SicnoHS. Sicnoics.

47. Children under fifteen years of age net to be 51. Constables and grand jurors to giro inflbrm-
employed in labor unless instructed in school ation.

three months each year. 52. Complaints, to whom to be made.

48. Certificate of teacher, evidence. Duty of 56. Towns may make and enforce by-laws respect-
school visitors, ing truants and Tagrant children.

49. Ten hours a legal day's work. 57. Such children to be committed to suitable

50. Children under ten years not be employed institutions.

in or about a lactory. No minor under 58. Who may prosecute.

eighteen years of age to be employed more 59. Warranto, before whom returnable.

than twelf e hours a day. Penalty .

Section 47. No child, under the age of fifteen years, shall be em-
ployed to labor in any manufacturing establishment, or in any other
business in this state, unless such child shall have attended some public
or private day school, where instruction is given by a teacher qualified
to instruct in orthography, reading, writing, English grammar, geog-
raphy, or arithmetic, at least three months of the twelve, next pre-
ceding any and every year, in which such child shall be so employed;
and the owner, agent, or superintendent of any manufacturing estab-
lishment, who shall employ any child in such establishment, contrary
to the provisions of this section, shall forfeit, for each offense, a penalty
of twenty-five dollars, to the treasurer of the state.

Section 48. A certificate, signed and sworn to by the instructor
of the school, where any child may have attended, that such child has
jreceived the instruction aforesaid, shall be deemed sufficient evidence
of the fact; and the school visitors of the several towns, personally,
or by a committee by them appointed, annually, and as often as they
shall think proper, shall examine into the situation of the children
employed in the several manufacturing establishments in their respect-
ive towns, and ascertain whether the foregoing requirements are duly
observed, and report all violations thereof to some informing officer, to
the intent that prosecutions may be instituted therefor; and all inform-
ing officers shall prosecute for all such violations.

Section 49. Ten hours of labor, done and performed in any one
day, by any one person, in any mechanical or manufacturing estab-
lishment, shall be deemed to be a lawful day's work, unless otherwise
agreed by the parties.

Section 50. No proprietor of any manufacturing, or-^ mechanical,
establishment, or person carrying on business in any such establish-
ment, as lessee, ox in any other manner, or person having charge of

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177

any such establishment, shall employ, or suffer to be employed, in or
about such establishment, any child under ten years of age; and no
such person shall employ, or suffer to be employed, in any such estab-
lishment, any minor under eighteen years of age, more than twelve
hours in any one day, nor more than sixty-nine hours in any one week.
Every person, who shall violate either provision of this section, shall
pay a fine of twenty dollars to the treasury of the town in which such
offense shall have been committed.

Section 51. The several constables, and grand jurors, in their re-
spective towns shall inquire after, and make presentment of, all offenses
against the provisions of the preceding sections.

Section 52. All complaints for offenses, against any of the pro-
visions of the fiftieth section of this chapter, may be heard and deter-
mined by a justice of the peace, but the accused may appeal from the
judgment of such justice of the peace, to the superior court next to be
holden in the county, in which the offense is alleged to have been com-
mitted.

OF TRUANTS AND VAGRANT CHILDREN.

Section 56. Each town shall make all needful provisions, and
arrangements, concerning habitual truants, and also concerning children
wandering about the streets, or public places, of any city, or town, hav-
ing no lawful occupation, or business, nor attending school, and grow-
ing up in ignorance, between the ages of seven and sixteen years ;
and shall also make such by-laws, respecting such children, as shall be
most conducive to their welfare, and the good order of such city or
town ; and suitable penalties shall be annexed to such by-laws, not ex-
ceeding twenty dollars for any one* breach; but said by-laws shall be
approved by the superior court sitting in any county in the state.

Section 57. Any minor, convicted of being an habitual truant, or
any child, convicted of wandering about in the streets, or public places,
of any city, or town, having no lawful business, nor attending school,
and growing up in ignorance, between the ages of seven and sixteen
years, may, at the discretion of the justice or the court having juris-
diction of the case, instead of the fine mentioned in the preceding
section, be committed to any such institution of instruction, house of
reformation, or suitable situation as may be provided for the purpose
by such city or town, under the authority of the preceding sections,
for such time, not exceeding two years, as such justice or court may
determine.

Section 58. The several cities and towns shall appoint, at the
annual meetings of such towns, or annually, by the mayor and alder-
men of such cities, three or more persons, who alone shall be author-
ized to prosecute for violation of such by-laws.

Section 59. Warrants, issued under the three preceding sections,
shall be returnable to any justice of the peace, or judge of the police
court of the town or city ; and the justice, or judge, shall receive such
compensationf as the city or town may determine.

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INDEX TO THE SCHOOL LAWS.

Acting School Visitors, see Visitors. pagb.

Annual meetings of district when and where held, ... 162

Apparatus for schools, how furnished, - - " - - - 170-171

Appeal of district from town action, ----- 160

Assessments, town lists the lists for school districts, - - 174
Assessors on application to assess separately property lying in different

districts, -------- 176

Board of Education of the State, how constituted, 163

powers and duties of - - 168

secretary of - 168

Boundary lines of districts, how altered, ----- 161

how defiled, 163

Clerk, district, when and how appointed, ----- 164

duties of, - - - - - 164

to be sworn, - - 164

must provide school register, - - 170

» Children under fifteen to attend school at least three months each year, 176

under ten years not to be employed in factories, - - 176—177

truant or vagrant, towns to make bylaws respecting, - - 177

Collectors, district, when and how appointed, - - 164

powers and duties of, - - 164 and 167

when required to give bonds, - - 164^165

constable of town may be appointed, - 176

Committee, district, when and how appointed, .... 164

powers and duties of, - 164

required to visit schools twice each' term, - - 164

shall provide books for poor children at expense of district, 164

may suspend or expel unruly pupils, - 164

written report required of. - - - - 16ft

subjects for report of, - - - - 16»

Jenalty for refusing to serve, - 104

taken as school house site, how determined, - 166-166*
of school visitors, ----- -169 and 172

of Seoretary of State Board of Education, - - 164

Comptroller and Commissioner to divide income of school fund,. * 171

to draw orders on Treasurer for public money, - - 173

in favor of certain organised districts, ' - 157

to withhold public money when schools have not been legally

kept, - 178-174

to sue, in behalf of State, for public money forfeited, - 174

Consolidation of districts, how effected, ----- 160

Consolidated districts, property of how equalized, - l^ft

town may appoint committee for, » 160

Constables may be appointed collectors of district taxes, - * 176

to make presentment of violations of law respecting minors, 176

Conventions of teachers, held annually in each county, ... 154

expenses of, now defrayed, ... 164

District Clerk, see Clerk, — District Collector, see Collector, — District

Committee, see Committee, — District Treasurer, see Treasurer.

Districts aggrieved by action of town, may appeal to superior court, - 160

annual meeting when and where neld, - 162

may appoint a constable collector, .... 176

boundary lines, how altered, - 161

how defined, 163

consolidation of, . - - - - - 160

corporate powers of, ------ 16$

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180

PAGE*

Districts, division or dissolution of, ----- i${

enumeration of childreu, ----- 172

formed or dissolved, - - - - - - iei

limits of to be placed on district and town records, - - 163

name or number to be recorded, - 163

meetings of, annual, when and where to be held, - - 162

officers then to be chosen, - - . 162

special, when to be called, ■ - - - 162

place of how determined, - 162

notice of, five days required, - - - - 162

manner of giving, - 162-163

by whom to be called, ----- 162

who may vote in, - 163

penalty for illegal voting in, 163

new, to contain at least 40 enumerated children, - - 161
notice required of proposed removal of persons, or taxable

property, to another district by change of boundarv, - 161

officers of, who, when and where chosen, - 164

when to be appointed by school visitors. - - 164

property of, how to be taxed, - - - - - 161

lying in two or more towns, how taxed, - - 161

not assessed in town list, how to be added, - 176

consolidated, how equalized, 160

divided, how distributed, - 162

real estate in, not entered separately in grand list, how assessei. 176
to be set in list of persons owning it at time of laying

district tax, - 175

receive at least 36 dollars, ----- 171

receive public money, on what conditions, - 169, 172

scholars in, where no school is kept, how provided for, - - 165
site of school house to be fixed by two-thirds vote, or by the

school visitors, - - 165

, may take land for, how, - - 165
t * site may be taken by for out-buildings &c, where houses have been

already erected, ------ 166

site of school-house, compensation for, if district and owner of land

cannot agree, to petition superior court, - - 165

or either judge, if court not in session, 166

court to appoint committee, - - 165

powers and duties of such committee, 165
if report of committee rejected, court

may appoint another, - - 166
report when accepted to have effect of

judgment against petitioners, - 166

land not to be used till judgment is paid, 166

, - . district to pay services of committee, 166

tax, how levied, ------- 174

in two or more towns, how formed and dissolved, - - 161

, where to belong, - - - 161

Enumeration of all persons between 4 and 16 years of age, - - - 172

when and by whom to be made, - - - - 172

to be made by clerk of district, - - - - 172

one of school visitors, - - 172

returns of to be made upon oath, ----- 172

form of return, - - - - - - 172-178

returns of, school visitors to examine, correct, and transmit to

comptroller, ----- 173

to be lodged with town treasurer, - - 173

form of return to comptroller, ----- 173

in districts lying in two or more towns, - 167

Expenses of teachers' conventions, how defraved, - 164

167
158

A^f/w^wo v» kwm/ucio i/uuTouuuua, uow ueiravea, - - _

Grand jurors to make presentment of violations of the law respecting em

ployment of children and minors. -
High schools, to be subject to management of school visitors, - - job

Libraries, treasurer authorized to pay for support of, - 170

selection of books to be approved by visitors, - - 171

school visitors to make rules and regulations for, - - 171

Meetings. See District
Minors under eighteen to be employed not more than twelve hours eaoh day, 177

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181

PAGK.

New districts, first meeting, time, place, and object to be designated by

selectmen, ------- 168

Notices, see District meetings.

Officers of districts, to exercise same powers and duties as corresponding

town officers, - 164

penalty for refusing to serve, - 164

Property, corporate, of consolidated districts, how owned, - 162

of divided districts, how distributed, - - 162

sold or conveyed since last grand list, how taxed, - » 175

Public money to be withheld unless district committee's report is made, 169

when forfeited, secretary of board of education to decide, - 174

when misapplied forfeited to the State, ... 174

Real estate. See Property.

Becords of school societies to be kept with town records, - - 155

book for to be provided by clerk of district, - 170

to contain what, ------- 170

to be kept by teacher, ------ 170

penalty against teacher for not keeping, - 170

Reports of district committee to be made to school visitors, - - 169

subjects of, 169

penalty if not made, - - - - 169

to be made upon oath, - 172

form of return, - 172-173

of acting school visitors to be made to comptroller, - - 178

Scholars, enumeration of, - - - - - - 173

in districts where no school is kept, how provided for, - - 162

Schools, towiw to be provided for support of, 165

business relating to, to be transacted in town meetings, - - 165

must be kept at least six months a year, - 172

School districts, see Districts.

fund, income of how distributed, - 171

houses, how to be built, ----_„ 266

may be allowed to be used for private schools, - - 162

to be satisfactory to school visitors, - 167

penalty if they are not, - 167

site of to be fixed by two-thirds vote, - - 165

in certain cases by school visitors, - 166
libraries, see Libraries.

societies, records of how preserved, - 166

funds or indebtedness of, how divided, - - - 165

under act of 1855 to become districts, - - - 166

to choose a board of education, - 166

powers and duties of such board, - 166

to have exclusive control of funds, buildings,

&c, belonging to them, - - 166

other may avail themselves of the same privileges, - - 166

money of district not maintaining school to be distributed to other

districts, ------- 155

forfeited when, ----- 159, 169, 173-174

visitors. See Visitors.

Secretary of Board of Education, how appointed, - 168

duties or, ----- 153

to decide when public monev has been forfeited, - - 174

to draw orders on treasurer ror school libraries, &c, - - 170

Selectmen, to manage funds, ------ 158

to settle boundaries of districts, ----- 158

to designate time, place, and object of first meeting in a new dis-
trict, -------- 158

Superior court, to determine in certain cases compensation for school house

site, --------165

Taxation in districts lying in two or more towns, - 161, 172

Taxes by towns for schools required, ------ 159

forfeiture of public money if not laid, - 159

Taxes in districts, how levied, ------ 174

not to be levied in more than one district on same property, 174

on property lying in different districts, how assessed, - - 174—176

or polls omitted from" grand list, - 175

sold or conveyed since last grand list, - - 175

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PACK.

Teachers, how to be examined, ------ 170

must receive from school visitors certificates of examination and

approval before opening school, - 170

required to keep a register, - 170

penalty for neglect to keep register, - 170

conventions, how held, - - - - - - - 164

expenses of, how defrayed. - - - - 164

to certify on oath as to schooling of children employed in factories, 176

Town aeposit fund, income of, how distributed, - 171

Towns to provide tor support of schools, - - 156

to nold local school funds, ------ 166

to elect school visitors, ..-«-- 157

school fund treasurer, when ----- 168

powers of in respect to schools, .... 158

shall transact school business at town meetings, - - - 158

on what terms entitled to public money, - 159

to raise money for -schools by taxation, - 159

manner of distributing such money, .... 159

penalty for not raising it, 159

may form, alter, and dissolve districts, • 161

may take land for school house sites, - 159

may authorize orders on town treasurer when, - - 159

may consolidate districts into one, - 159

may appoint committee for consolidated districts, - - 169

may appoint committee for high school, ... - 159

tax, amount required to be raised, - - - - 169

raised, how to be distributed, - 171
to make and enforce by-laws respecting truant and vagrant chil-
dren, - - - - - - - 177

to appoint officers to enforce such by-laws, - 177

Treasurer, or state, when to pay money for district libraries, - - 170

district, when and how appointed, - 162

duties of, - 164

when required to gtye bonds, ~ 144-165

Truants, towns to make by-laws respecting, ----- 177

Tuition, rate of limited to six dollars a year, .... 167

to twelve dollars for high schools, — 167

how determined, ----.. 167

exemption from how obtained, ----- 167—168

bills, now made out and collected, .... 167

Union districts under act of 1841 to be managed according to poovisions of

that act, - - - - - - 162

vagrant children, towns to make by-laws respecting, - 177

Visitors, when and how appointed, ...... 157

vacancies in board of, how filled, .... 157

term of office, --....._ 157

authority of restricted in certain cases, - - - 157

authorized to draw orders on town treasurer when, - - 159

duties of- - - - . - . - 168

to visit and regulate high schools, ..... 158

may delegate part oftheir duties to a committee of their own

number, ----..- . 168

acting, their dnties and compensation, ... 168—169

may annul certificate of unqualified teachers, ... 168
to certify to comptroller that schools have been fcept according to

law, - - - 178

form of such -certificate, - 173
to certify. in what districts schools have not been kept according

to law, -----...173

penalty, for fraudulent certificate, - 174

to appoint district officers., when - - - - ]61

to enumerate children, when - - - - - 172

/ to ascertain situation of children employed in manufactories, • 176

(report yidlatlons cjf the law respecting suoh Children, - - 176

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EXTEAOT8
FEOM THE EEPOBTS OF SCHOOL VISITOBS.

In accordance with the established usage, the following ex-
tracts are made from the returns of school visitors addressed
to the Superintendent of Schools. An examination of these
papers will enable the friends of education to understand the
sentiments which prevail in different places respecting the
condition of the common schools.

Ashford. — Rev. Thomas Dutton, Acting Visitor.

Improvement and Progress. — I have noticed the past year a decided
improvement in the style and standard of teaching among us. The
teachers have shown a decided zeal in their business above what I
have noticed in former years. They are not content with a mere per-
functory discharge of their duties, but exerlt themselves by approved
methods and by devices of their own to give zeal, and life, and pleas-
ure to their pupils in the prosecution of their studies. I regret to say
that a majority of our districts are unwilling to tax themselves to con-
tinue their schools beyond the six months required by law. It shows
a low and miserable estimate of the value of education to their chil-
dren.

Avon. — Rev. O. L. Woodford, Acting School Visitor.

New and Convenient District School-house. — A new district, called
the " Seventh District of Avon," was constituted by the last Legisla-
ture, greatly accommodating portions of three districts out of which
it was composed, which were all very inconveniently situated as to
school privileges. The district is fully organized, and a new and
handsome school-house, on the exact plan of that in Westerly, Rhode
Island, designed by Mr. Teft, of Providence, as represented in Bar-
nard's School Architecture, is in full process of erection, and a school
will proba'bly be opened in it as early as December next. The entries
are to be supplied each with iron sinks, washbasin, and towels, also
with umbrella-stands and wardrobe hooks. There will be also a
shelved enclosure back of the teacher's desk. The school-room will
be fifteen feet high in the centre, and well ventilated. This, I think,
is very well for a small district numbering only twenty-five scholars.

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Barkhamsted. — A. S. Hart and J. Pettibone, School Visitors.

District Committees Delinquent. — The returns from some districts
were quite imperfect, several were behind time, and from one district
no report has been received. Blanks sent to committees in January
or February are very apt to be lost or mislaid before the following
September.

Drawbacks. — One of the greatest drawbacks on the schools of this
town is the irregularity of attendance. The matter is believed to be
made worse than it otherwise would be by the unjust and illegal system
of laying tax upon attendance, which still prevails in this town.

Berlin. — Rev. A. C. Washburn, Acting Visitor.

Singing in Schools. — In most of the schools singing is* daily prac-
ticed. The happy influence of this exercise can hardly be over-esti-
mated, and we fondly hope it will soon be introduced into all the
schools in town.

Neglect of Parents to Visit Schools. — From an examination of all
the registers it appears that parental visitation of schools is almost
wholly neglected. If parents and guardians felt interest enough in
the school to visit it at least once during each session, it is confidently
believed that the difference between the number of scholars in town
and the average attendance would be very much diminished. Irregu-
larity in attendance at school not only causes irreparable loss to the
delinquents, but hinders the progress of others, and tends to embarrass
and discourage teachers.

Libraries and Apparatus. — Some of our schools have valuable
libraries, and a respectable apparatus for illustrating the different
branches of science. But most of them sustain great loss for want of
of a good library and a necessary apparatus.

General Exhibition of the ' Schools. — There was a second general
exhibition of the schools during the winter, and a unanimous desire
expressed that there should be another the ensuing winter. These
exhibitions have happily awakened in most of the schools effort for
excellence, and it is believed that a fund established and judiciously
managed for the encouragement of excellence would be a profitable
and remunerating expenditure. To encourage the establishment of
such a fund a gentleman has pledged $100, on condition that the town
or the friends of education give a similar sum, and as much more as
they please.

Insufficient Pay of School Visitors. — The pay of the Acting Visitor,
with horse and carriage, is about half of what is paid to a common
Irish laborer. Is not this specially Connecticutishf

Bethany. — H. S. Atwater, Acting Visitor.

A New and Convenient School-house. — The new district of Beacon
Falls ha3 entered on its career in a spirit which is an earnest of future
excellence. At the cost of $3,100 an ample school-house has been
erected, with two instruction rooms, black-boards conveniently arranged ;
a beautiful set of outline maps has been procured, and no doubt this
flourishing district will soon complete its fixtures by adding a good
library and a geographical and mathematical apparatus.

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SmaUness of Teachers 9 Salaries. — It is difficult to elevate our schools
to the rank they should attain in districts where the children are few
and the parents are not wealthy. And even wealthier districts are
often unwilling to pay such wages as every well-qualified teacher ought
to receive. The ignorant laborer who can neither read nor write often
receives more per diem than the man who has expended hundreds of
dollars to qualify him to instruct this laborer's children. The same
disparity of wages applies to female teachers. Hence many of our
schools can hardly hope to advance till parents value the education of
their children more than money.

Bridgeport. — Dr. H. L. W. Burritt, Acting School Visitor.

Before the war I had been Acting Visitor here for fifteen years*
The schools are generally in good condition, though they have not pro-
gressed mucji during the last three years. The improvement in the
corps of teachers is not marked, and there does not appear to be as
much energy and interest called out in their pursuit as formerly, I.
wish we had more "Normal" scholars among them.

District Committees are elected who are entirely incompetent, as a
reward too often for political services. Men of ability neglect any in-
terest in the schools.

The buildings for school purposes have, however, gone on improving
every year until we have but one school building of the old regime in
the town.

Burlington. — Rev. H. B. Smith, Acting School Visitor.

Indifference of Parents to Public Schools. Some parents are not
so much interested in the education of their children as they are in.
the growth of their cattle. In one town in this State there was a far-
mer who had four children in the schoolhouse, and four colts in his
pasture. He went twice every week to watch the growth and see to
the welfare of his colts, but never visited the school to see how his
children were educated, though he had to go by the school house
every time he went to his pasture.

Canterbury. — Rev. C. P. Grosvenor, Acting School Visitor.

" Line Upon Line" u Line upon line, line upon line, precept upon
precept, precept upon precept, here a little and there a little," is the
programme of progress on this subject, the course that must be pur-
. sued, until the requisites of a good school shall be thoroughly under-
stood and universally adopted. So that the first question in regard to
a teacher will not be, " What is his price ?" but " What are his qualifi-
cations ?" and if he has not had experience, or has not been trained
for his work, he cannot be employed. So that parents will not send
their children to an inconvenient, pent-up, unventilated school-room
because it is as good as themselves had when they were young, and
it will cost money to provide a new one, any sooner than a, farmer
will keep his choice stock out of doors in winter, and feed them from
the stack, because such was the custom of his fathers, and it will cost
money to build a barn. So that each child shall be fully equipped
14

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186

with books, and our schools no longer be miniature Babels by reason
of the variety of books in a single study. So that, all things pertaining
to the subject having been fully scrutinized, the system will be rounded
out to its full symmetrical proportions. Our aim is perfection.
Teachers adapted to and prepared for their work, and furnished with
a home — not compelled to obtain, (we might almost say to beg) their
bread from house to house. Rooms of sufficient size, and well ven-
tilated, with comfortable seats and desks, properly arranged, with
blackboards, globes, maps, and all needed apparatus — all that can
add to their convenience, comfort, attractiveness, and usefulness.
- Cooperation of Parents, such as shall secure a full supply of books,
constant and punctual attendance, and an enduring, lively interest in
the school.

We rejoice in every evidence of progress, and anticipate the day
when our ideal shall become a reality.

Colchester. — David S. Bigelow, Acting School Visitor.

Evil of Changing Teachers. The practice of changing teachers
where they have discharged their duties faithfully and given satisfac-
tion, retards greatly the progress of our schools and should be discon-
tinued. We think it would be for the interest of all concerned if well-
qualified teachers should be retained in the same school during the
year, or for successive years. Ordinarily, the longer a good teacher
can be continued in the same school, the better for the school.

Colebrook. — J. Marcus Grant, School Visitor.

Want of General Interest in Schools. A great difficulty in this
town is the want of interest in the schools oh the part of a large por-
tion of the inhabitants. They, perhaps, have no children to send to
the school, and simply wish the school well. In many districts those
whose children attend school make it their object to have the public
money pay the teacher at least. I do not see any way to overcome
this difficulty, except to compel each district to raise a property tax.

Cornwall. — A. B. Palmer, Clerk of Board of Education.

To make the schools in a town what they should be, the following
conditions are requisite :

1st. The continued services of successful teachers.

2d. Good, well-arranged school buildings.

8d. The interest and cooperation of parents and guardians.

4th. Uniformity of text-books, together with maps, and apparatus to
aid the work of explanation and instruction.

It has been the work of the writer during the last fifteen years to
secure a compliance with the above conditions in this town. We have
failed most in the first and more important condition ; have done well
in the second and third, and are likely to secure the fourth in good
time, if we " faint not."

Covektrt. — Rev. William J. Jennings,* Chairman of Board of
Visitors.

Whispering and Confusion Avoided. The success and worth of

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187

the schools, as a whole, have been above the average. Some of them
have been very excellent. It has been clearly evinced by more than
one school that whispering and all kinds of confusion can be banished
from the school-room, and that this can be effected without harshness
or severity on the part of the teacher — the children cheerfully uniting
with the teacher in producing the result. In consequence, the daily
routine of" school duties has moved along easily and pleasantly for
both teacher and scholars, and the efficiency of the school has been
greatly promoted.

Female Teachers Largely Employed. The tendency is toward the
employment of female teachers, even in' winter, and this is well, pro-
vided care be taken by committees to obtain those who are well
qualified for the position.

lrregvdar Attendance. One of the greatest obstacles to the success
of our schools is the irregularity of attendance. The average attend-
ance is but a trifle more than two-thirds of the whole. This surely
ought not so to be.

Cromwell. — W. A. Stickney, School Visitor.

Tax to Moke the Schools Free. At the annual town meeting, held
October 2d, 1865, there was voted a special tax of one mill on the dollar,
to raise a sum estimated to be equal to the amount which would other-
wise be assessed on the scholars, and thereby to make our schools free.

Darien. — Rev. J. E. Barnes, Acting School Visitor.

"Experienced? and u Inexperienced? Teachers. The school in
district No. — was kept during the winter by a male teacher of
several years experience, but of no great efficiency, who had taught
the same school for several years previously. I think he was
quite neglectful of his classes in Geography and other studies, ex-
cept, perhaps, Mental Arithmetic, in which I noticed some manifest
interest. Neglect, however, may be too strong a word, but there was
certainly a lack of efficient teaching. The young lady who taught
during the summer term was much better qualified for the teacher's
work, and though the attendance of scholars was much smaller than

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188

they ought to be. They are too cheap to be thoroughly taught and
governed* In my opinion it would be well if the appointment and
continuance of teachers, and the general management of the schools
could be taken from the districts and entrusted to a competent board
of salaried officers appointed for each county by the Legislature.
The democratic polity in school affairs becomes too often, practically 9
the oligarchy of ignorance and prejudice.

Derby. — Bey. Nathan H. Chamberlain, Acting School Visitor.

Suggestion as to the mode of employing teachers. In my judgment
the teachers should be hired by the School Visitors, and not by dis-
trict committees. Now the teachers serve two masters, which is un-
scripturaL

East Haddam. — Rev. S. W. Bobbins, Acting School Visitor.

Advantage of retaining good teachers. Many of the teachers, and
some of the very best we have, have been engaged in the same voca-
tion for several years in this town. In some instances it is evident
that the districts are receiving very great advantage from the continued
services of these teachers in their respective schools.

Disadvantage of untrained teachers. This cannot be said, however,
in respect to all our teachers. One of the principal drawbacks, so
far as teachers are concerned, is in the fact that many of them have
commenced their vocation without any adequate training in the art of
teaching. They can teach, but they have not been trained to teach
thoroughly. . They have sufficient understanding of the several studies
to pass respectable examinations, but their teaching becomes too much
a matter of routine, it does not sufficiently bring to the intelligent
comprehension of the scholars the principles which they onght to un-
derstand. The result is, that while in many cases the teachers improve
by experience, yet in respect to thoroughness of instruction, and apt-
ness in devising general and miscellaneous exercises for the improve-
ment and interest of the schools, much would be gained had the
teachers themselves first the ad vantage of apt and judicious instructors
in their own profession.

Reason why so few learn to teach. But it is to be borne in mind
that these acquisitions on the part of teachers can not be gained with-
out an outlay of much time and money ; and, when the outlay has
been made, and the desired fitness secured, the remuneration which
the teachers receive, in the great majority of our schools, will not
allow us to retain them, for they can do better somewhere else. A
teacher who has made teaching his profession, and has devoted suffi-
cient time to gain suitable qualifications, naturally looks for employ-
ment less irregular and more renumerative than that which is furnished
by most of our country district schools. But these schools need the
services of precisely such teachers. The difficulty therefore which
is found in the imperfect qualifications of teachers is one which it is
not in the power of school visitors, nor even of district committees,
wholly to remedy. If we insist upon having none but thoroughly
qualified teachers, as things now are many of our schools must go
without teachers, at least for a time. Still much more might be done

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189

than is done to secure good qualifications in teachers. We should
doubtless be more exacting in what we require of teachers who pur-
sue the vocation of teaching for a term of years. * * * The
time which our teachers spend in their first years of teaching would
be more profitably employed in attending school, if they could com-
mand the necessary means to do so, and the result would be a decided
improvement in the value of their subsequent services as teachers.
Two of the schools in this town are graded. In the grammar depart-
ment of these schools we need teachers who could respectably perform
the duties in any city high school. But the remuneration given does
not enable us to secure permanently such a teacher. The committees
therefore obtain such teachers as they can from time to time, and the
schools suffer as a consequence.

Respecting parental interest. In respect to the interest of parents
in the schools, there remains about the usual story to be told.
In this particular much might be said in praise of some districts, and
in dispraise of others. It is much to be regretted that parents and
others will not do all that they can in every district to promote the wel-
fare of the schools; especially as there are drawbacks enough which
we can not remedy without quietly consenting to those which we can
remedy. There is an important sense in which every good teacher
deserves and may clajyp not to- be interfered with. And yet every
teacher needs to feel that he is prosecuting the work under the eye of
the district, that if he is laborious and faithful his work is known and
appreciated. A selfish and indolent teacher, who thinks more of his
wages than of his work, will like nothing better than one of our
schools which is scarcely visited by a parent from the beginning to the
end of the term. He is well satisfied to have the school and the
school-room to himself. But one who is conscientiously and earnestly
striving day by day to overcome difficulties and to secure the advance-
ment of his scholars, next to his own assurance of this advancement,
will be encouraged by nothing more than by the intelligent apprecia-
tion of his efforts on the part of the district which he serves.

Ellington. — Sylvester Morris, Acting School Visitor.

Teachers retained; good progress. Within the past two years our
schools have made fine progress. We have some of the best teachers
in the county. Three teachers have been retained in the same dis-
trict for two years in succession, and two of these are to begin their
third year the coming winter. As might be expected, their schools
are the best in the town. The parents are giving more attention to
the schools, and paying better wages to the teachers. Those districts
having indifferent school-houses are agitating the subject of rebuild-
ing or repairing them. I find this has to be done by the younger
portion of the parents, by whom also the business of the districts is
chiefly transacted. Our scholars are more advanced now at the age
of twelve than they were a few years ago at the age of sixteen. I
attribute this, in part, to the superior manner of teaching, and I think
the teachers are greatly benefited by the Normal School and by the
Teachers' conventions held from year to year. We encourage our
teachers to attend, if possible, and we find it is not lost to their pupils.

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Enfield. — Bey. C. A. 6. Brigham, School Visitor.

The popular views of education are too rigidly economical- The
question of expenditure for schools generally is, not how much money
may be profitably used, but rather how little will suffice to keep the
schools in operation dnring the time required by law. The progress
of the work of elevating the character of common schools has always
been found to be slow.

Truant and vagrant children. At the last session of the Legislature
a law was enacted concerning truant children, vagrants and absentees
from school, requiring, however, some action on the part of towns to
render it operative.

The town of Enfield has adopted the following by-laws on this
subject.

Whereas, an act was passed by the General Assembly of the State
of Connecticut, entitled "An Act concerning Truant Children, Va-
grants and Absentees from School," approved July 11th, 1865 ; and

Whereas, the town of Enfield is desirous of availing itself of the
provisions of said act,

Therefore, be it enacted by the town of Enfield at a meeting
legally warned for the purpose :

Section 1. Any minor convicted of any offense, described in
Chapter LI, Sec 2, of acts of the LegfelaturefcMay Session 1865, or
either of them, shall be punished by fine not exceeding twenty dollars
or by confinement in any institution of instruction, house of reforma-
tion or suitable situation which shall be provided for the purpose, for-
such time, not exceeding two years, as the justice or court having
jurisdiction in the case shall determine.

Sec. 2. The Selectmen of the town shall provide a suitable lock-
up, or institution of instruction, or house of reformation, or some other
suitable place in the poor-house belonging to the town, or in some
other place in the town aforesaid, which shall be assigned and used
for the confinement of persons convicted and sentenced to confinement
under said act

Sec. 3. Three truant officers shall be annually chosen by nomina-
tion, in the town of Enfield, at its regular meeting on the first Monday
of October, to serve for one year, whose duty it shall be to make com-
plaints of all persons who have violated any provisions of the act
aforesaid or either of them.

Sec. 4. Warrants issued in accordance with these by-laws and the
statute act aforesaid shall be returnable before any justice of the
peace, and the justice shall receive such compensation as the statutes
of the State allow in the case of a justice trial of criminal cases.
The compensation of other officers employed in the case shall be the
same as the Statute law allows in criminal prosecutions before justices
of the peace.

Sec. 5. The Selectmen of the town, upon an exhibit of what
they have done, shall fix the amount of compensation of said truant
officers for their services, as they shall think just, and the same shall
be paid from the treasury of the town.

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Sec 6. It shall be the duty of the Board of Education, District
Committees, and the teachers of public schools in said towns to report
the name of every person or persons violating any or either of the
provisions of said act to the truant officers of the town that they may
be complained of theTefor.

Common School Association of Enfield. The Board of Education
have formed an organization, called the Common School Association
of Enfield, composed of the Board of Education, the acting teachers
of the town, and such other persons interested in the cause of educa-
tion as the association may invite. This association holds its regular
meetings, at 2 o'clock on the first and third Saturdays of each month.
The objects of this organization are the awaking of a greater interest
in the cause of education throughout the town, the mutual improve-
ment of teachers, and the elevation of the character of common school
instruction. Recitations, discussions, and the interchange of views
and experiences in their common labor of teaching will occupy the
time of meeting. The schools of the town are so scattered that teach-
ers have little opportunity of becoming personally acquainted with
each other and the mode pursued by each. No one but a teacher can
sympathize with a teacher in his or her peculiar trials. By associa-
ting, those who have had experience in teaching will be able to assist
the more inexperienced, and each will become interested in the other
and in his or her labor, and each as a teacher will be better able to
devise means for the improvement of the school which he or she has
in charge.

High Schools. In the last report of the State Superintendent of
Common Schools, a large space is given to the discussion of the sub-
ject of Town High Schools. From the reports and statistics of the
several towns he has shown that there is a want increasingly felt
for instruction in the higher branches. In this respect, however,
Connecticut is behind Massachusetts. The law of Massachusetts re-
quires that a town of 500 families, or 2500 population, should support
a High School taught "by a master who is competent to give instruc-
tion in general history, book-keeping, surveying, geometry, natural
philosophy, chemistry, botany, the civil polity of the commonwealth*
and the United States, and the Latin language." In larger towns a
still higher qualification is required of high school teachers, " in every
town containing four thousand inhabitants ; in addition to these bran-
ches, the master shall be competent to give instruction in the Greek
and French languages, astronomy, geology, rhetoric, logic, intellectual
and moral science, and political economy.'* The Greek and Latin
languages are taught in the public schools of more than one hundred
towns of Massachusetts.

The time is fast approaching when the public sentiment of every
town of sufficient number to maintain such schools, will demand their
establishment. The importance of them is well understood by every
well-informed and earnest friend of the cause. of education. All ob-
jections raised against them have their foundation in narrow views of
education, selfishness, and a mistaken economy.

The town has adopted the following resolution :

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192

.Resolved, that the Selectmen appoint a committee of five, to con-
sider the expediency of establishing one or more town high schools,
who shall report at a future regular or special meeting to be called at
the suggestion of said committee.

Education is a cause in which all, of every political name, may
unite. It is pleasant to have some matters or a general and public
interest, upon the consideration of which we may enter, without being
hampered by our political creed and record. Education is the child
of all parties. The school-house is a fitting symbol of the character
of the American people. None but an educated people will ap-
preciate nationality. As respects the welfare of the country, we have
more to hope from common schools than from armies and navies.
In a time of peace, and as a preparation for those evil days which
sometimes come upon republics, we can not too liberally devise for the
education of the masses. He is not a philanthropist or a patriot who
does not put bis hand to the work of advancing the cause of common
school education. We may reproach ourselves that we have done no
more in its behalf, and that a better public sentiment in favor of pro*
viding greater facilities for higher English and classical education,
does not exist It is possible, with comparatively little expenditure,
to give our children, at home, a far better education than those who
go abroad and spend the most money, are receiving before entering
college. It is not a renumerative but a thankless undertaking to en-
deavor to elevate the character of common school?. Material wealth
is held in so much higher estimation than mental culture, that the
cause of education makes slow progress. Education is costly, but it
is worth all it costs. What are not the privileges of the common school
system, with all its defects, worth to the State ? "It is,* says one, u true
economy for the State and for a town to set up and maintain good
schools as cheaply as they can be had, yet at any necessary cost, so
only that they be good.*

Glastenburt. — Henry Higgins and William Taylor, School
Visitors.

The Common Schools do not meet or satisfy the wants of the people,
— It is the opinion of your committee that our common schools gener-
ally do not meet the wants of the people. What we most need is
faithful and competent teachers, and such can not be secured without
increasing the salaries usually paid. When we consider how few are
the years that our children can attend school, how important does it
appear that their privileges should be of the highest order. No dis-
trict, however small in numbers and resources, can afford to have a
poorly taught school, even if it is cheap.
From W. H. H. Miller, School Visitor.

Benefit of continuing the same Teacher. — In schools where the
teacher was continued more than one term a greater advance was no-
ticed.

Groton. — Erastus Denison, Acting School Visitor.

Opinions of a Veteran. — After twenty-two years as Acting Visitor
of common schools, the following are among the observations and
statements which I place upon this closing record:

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1. I think so far as spelling and reading are concerned there were
more that excelled in these branches in 1819, in proportion to their
numbers. One cause of this is that so many other studies are followed ;
and the shortness of the time that is left for reading and spelling has
greatly diminished the necessary interest

2; Where proprietors have interfered with the government and or-
der of the school there has been great progress in the wrong direction.

3. A studied penuriousness on the part of districts has been very
sure to obtain incompetent teachers, and in some instances the school-
houses had better been closed ; whereas in cases of liberal compensa-
tion there have been, with few exceptions, worthy teachers employed,
and in connection with parental co-operation great benefit has resulted
to the children.

4. Those districts which have been liberal in providing ample school-
room are now reaping a benefit in the manners, moral, and other
branches of a good education.

5. It is a matter of increasing astonishment to me that we have
next to no books in our common-schools for reading or special study
that treat of the special business of life, such as agriculture, the me-
chanic arts, merchandising, the sailor's department, and others; so that
the boy or girl on leaving school will be ready to decide upon their
future employment, and better prepared to enter upon it. The State
Board will not, I trust, be offended at this suggestion, as it comes from
one of more than forty years experience.

Guilford. — Henry B. Starr and John R. Rossiter, Acting School
Visitors.

Insufficient Pay of Teachers. — The remuneration of our teachers is
too small, and we can not secure the best of teachers without better
compensation, for first-class teachers are in such demand that they will
leave our schools for those in other places where they get better pay
and more encouragement from their patrons. Some have already left,
and others will leave unless they have greater inducements to remain.

Interest of the People in the Schools. — Several of our citizens have
taken an unusual interest in the common schools, having not oiriy vis-
ited the schools in their own districts, but also spent days in visitipg
other schools, to the great encouragement of teachers and school visit-
ors. Yet one great obstacle to the progress of our schools is the want
of interest in them, and the failure to encourage both teachers and
pupils by more frequent visits and a more watchful care on the part of
parents.

Hamden. — Rev. Austin Putnam, School Visitor.
Progress and Improvement. — In surveying the public schools of this
town three thoughts forcibly impress our minds.

1. These schools are a great deal better than nothing.

2. They are a great deal better than they used to be. The writer of
this report has been familiar with the common schools of this town
for more than a quarter of a century. In visiting them now he often
finds in them the children of those who attended them twenty-five
years ago, and he is deeply impressed with the fact that the present

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generation are receiving a much better education than their fathers
and mothers received before them.

3. They are not nearly so good as they ought to be. School-houses
should be made more commodious, comfortable, pleasant, and attract-
ive ; they should be better furnished with apparatus, maps, libraries,
and books of reference; and teachers should be employed better fitted
for their high vocation.

Huntington. — Reuben W. Linsley and Joseph S. Covell, School
Visitors.

The Religious Element in Education. — There is another thing in
our common school education which is wrong; that is, the divorcement
of religion from education. This was not sanctioned by our fathers.
Washington's dying injunction was — u Never allow education to be di-
vorced from religion." Of all the dispositions and habits which lead
to political prosperity, religion and morality are indispensable supports.
In vain would that man claim the tribute of patriotism who should
labor to subvert these great pillars of human happiness. By the di-
vorcement of religion from common school education, as it is in our
system of common schools as now conducted and constituted, it is at-
tended with an increase of crime, because it is the education of only
one side of human nature, and that not the controlling side. Men's
moral and religious nature constitutes- this other and better, but unde-
veloped half.

Killinglt* — George W. Pike, Chairman of School Visitors.

Incompleteness of District Committees' Reports. — The district com-
mittees' reports have been so imperfect that our report to the State
Superintendent is far from being reliable. There is not such pains
taken in selecting district committees as the importance of their office
demands. Intelligence, judgment, and public spirit are necessary to
fit a man for the position: intelligence, that he may know what his
school requires; judgment, in selecting the right teacher for his dis-
trict; and public spirit, to perform gratuitously all the duties devolving
upon him.

'Public Lectures on Schools. — If public lectures could be given so as
to reach every district, it would, in our opinion, be the most effective
means practicable of awakening attention to the importance of im-
proving our schools. A great many, in some districts perhaps a ma-
jority, are satisfied with the present condition of affairs, because they
have no idea of what a good school is. They compare the present
schools with those which they attended, and if the children now make
as good advancement as they did in their school days, they suppose
that nothing more is practicable.

All who have given the subject any attention must admit that our
schools are far from being up with the times. We have but few really,
truly good schools in the town ; yet our teachers are laborious, and fail
of making their schools what they should be not willingly, but from
ignorance — ignorance both in regard to what they should teach, and
the proper method of imparting instruction.

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We earnestly urge district committees to use their best efforts to se-
cure the services of competent instructors ; for a good teacher will
earn his seemingly high salary, while an incompetent one is dear at
any price.

Teachers should qualify themselves better, should spend more time
in visiting good schools, and should be willing to spend at least one
evening in a fortnight in attending teachers' meetings.

Lebanon. — Rev. O. D. Hine, Chairman of Board of Visitors.

Are our Public Schools Deteriorating f There are those 4 who claim
that our schools are deteriorating, that they are not as good as they*
were thirty years ago. A considerable number of persons in differ-
ent parts of the State set up this claim. These persons are generally
those who are behind the times, who look with suspicion upon what is
new, and have a special regard for the past. They are constitutional
and habitual croakers, or they are those who reside in districts where,
for some reason, the schools during some years have been poorly
managed. What is meant by this claim? That the scholars in our
schools now have less knowledge of the main fundamental branches
taught than those had who attended these schools thirty years ago ?
It is manifest and notorious that during this period there has been an
advance in the thoroughness and intelligence with which these
branches have been taught. Is it meant by this claim that the
scholars in our schools now have less comparative knowledge of these
branches than they had thirty years ago? — that they have not
advanced in proportion as society generally has advanced in intelli-
gence, so that in relation to society there has been a deterioration ? —
that the scholars are not advancing as fast as society advances ? We
see no evidence that this is true, but see evidence to the contrary.
Schools will naturally, almost necessarily, keep progress with the
intelligence of the community.

But probably the meaning more often given to this claim by those
who put it forward is that the schools now are not as vigorously
governed, and are not as obedient and orderly, as schools were thirty
years ago. It is doubtless true that the rod is not now used as much
as it was then ; and such is the state of society that parents would not
and could not permit it to be used as it was then. Who would advo-
cate the whipping-post, the branding iron, the pillory, as instruments
of punishment for offenders against the law ? They can never be
restored in civilized society, because they are barbarous and debasing
modes of punishment, and society has outgrown them. For the same
reason the frequency and violence of punishment in our common
schools can not be brought back. The rod now needs to be used, and
used in some caseg with severity. It should be clearly understood
that it is to be used in all our schools, if necessary, to enforce obedience.
Still it is true, that in proportion as a teacher has skill in awakening
in his scholars an interest in their studies, with discernment and tact
in influencing them, he will need to use it less, and will employ it only
in extreme cases.

" Say not, What is the cause that the former days were better than

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these ? for thou dost not inquire wisely concerning this." It should
be borne in mind that the schools in this town, and in most of the
agricultural towns in the State, are smaller than they formerly were,
are composed of smaller scholars, many of the larger ones leaving
to attend higher schools ; that there is in nearly all of these schools
a considerable element from families not native to this country — an
element that has not the same advantages as the children of native
families, and do not attend as regularly, and are not easily brought
up to the same degree of interest and progress. These and other
similar things are in the way of a success in our common schools
which shall strike the public attention. In a comparatively small
school, composed mostly of small children, though its progress may be
marvelous, there is little to impress the public mind.

And farther, the standard of schools which we now have in our
minds is much higher than that which was prevalent fifty or thirty
years ago, so that the deficiencies of our schools are more readily seen,
and make a stronger impression.

Litchfield.— Dr. J. G. Beckwith, Chairman of School Visitors.

Good School-houses. One reason why so small an amount has been
expended for repairs of school-houses is the good condition of the
houses or buildings, as they have either been erected or substantially
rebuilt within the period of ten years.

Manner of Distributing labile Money. The manner in which the
moneys belonging to schools have been distributed to the schools in
this town for a period of years enables the smaller districts to employ
a competent female teacher for at least eight months of the year. Good
teachers can be obtained for the small sum of $2.50 to $3.50 per
week; and as the public funds give to the smallest districts about
$75, and the teachers board with the parents or employers, the
common schools are virtually free to all, except for the small item of
board, which is cheerfully borne by the better class of people in the
districts.

Improvement. Our common schools are evincing a decided improve-
ment from year to year, but there are still many between the ages of
5 and 15 without much resulting benefits from our school funds.

Meriden. — W. E. Benham and H. S. Jewett, Acting Visitors.

Teachers' Meetings. Monthly teachers' meetings, at the suggestion
of the Visitors, were held during a portion of the year, to cultivate a
mutual acquaintance, and to consult together in reference to the best
modes of teaching. They were well attended by the teachers, acting
visitors, and members of the Board.

Great interest was taken in discussing, in a familiar way, the various
subjects connected with the profession of teaching. Here originated
the idea of the grand spelling match, held at the Town Hall on two
successive evenings, which gave such a wonderful impulse to that
study, and which, we believe, surpassed anything of the kind that ever
took place in the State.

Vocal Music. Vocal Music has been practised to a considerable

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extent the past year with a salutary influence. It is an aid to dis-
cipline. When the children have become weary and restless, or un-
happy for any cause, a lively song tends much to restore cheerfulness
and study.

Light Gymnastics. Light Gymnastics, we have been pleased to
observe, have been practiced in several of our schools. No apparatus
is necessary — motions of the hands and arms and feet being sufficient.
Let the teacher, each half-day, cause the school to rise and go through
a series of these movements together, and it will contribute to the
health and happiness of all. Music will add much to the exercise.

Consolidation of Districts, The proposition made to the town, at its
last annual meeting, by the Board of Education, to dissolve the dis-
tricts and induce them to surrender their property to the town, so that
the schools might be better graded and more effectually managed by
a central Board, did not meet with general favor, owing, as we believe,
in a great measure, to a misunderstanding on the part of the voters as
to the intent and details of the plan. Yet some measure is necessary
to remove existing difficulties and meet the educational wants in our
midst, by increasing the facilities for the instruction of the advanced
classes in our schools. To meet this want, we recommend the estab-
lishment of a Free High School, in a central location, in which scholars
above a cerlain grade may attend and enjoy better advantages than it
is possible, from the nature of the case, for them now to enjoy, scat-
tered and few as they are in each of the surrounding mixed schools.
This we urge, both as an educational benefit and as a matter of
economy. This plan is adopted to some extent in the cities and the
larger towns of our State, and is quite universal in Massachusetts and
other States. It is also strongly urged oy the State Superintendent
in a lengthy article in his annual report.

Middle bury. — Benjamin Stone, Acting School Visitor.

Improvement. An improvement has been apparent in our schools,
in their order, discipline, mode of instruction, and general arrange-
ment. Teachers have given evidence of fidelity to their work, and the
behavior and proficiency of their pupils have been commendable.

Diversity of Text Boohs. The diversity of text books has been a
serious impediment in the way of their success, tending to retard im-
provement by reason of the fact that their time has been thereby
unprofitably divided, a proper classification prevented, and in various
ways confusion introduced into the practical working of the schools.
In order to secure a greater uniformity, and to guard against expense
to those poorly able to bear it, or liable to remove from one district
or town to another, I think books should be recommended by State
authority.

Middletown, City District. — George W. Burke, Secretary of
the Board of Education.

Systemization. — A most decided advance has been made toward sys-
tematizing the course of instruction, grading the schools, and preparing
a way by which it is believed that the greatest amount of good can

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be secured to the pupils while they are under our supervision. One
great defect of the past few years has been that there was no regular
course of study prescribed; that while text-books were designated,
there was no specific amount of acquirements which should entitle the
pupil to uniformity of promotion and final successful graduation.
Quite lately, under the careful and patient investigation of the present
Principal of the High School and the Acting School Visitor, a course
of study has been laid down, and has been adopted by the Board. The
school sessions have been changed to accommodate the new system of
gradation, and to allow the promotions to be made at regular and equal
periods.

Improvements in School-houses. — One of the chief means of im-
provement at the present, which can not be kept too much before the
public, is the erection of some new school-houses. It is believed that
if the district could have plainly set before them the necessities of the
case, some plan would be immediately adopted looking toward the ulti-
mate perfection of our school buildings, which, although it might not
be all carried out at once, would yet present in harmonious detatf what
is needed, and by accomplishing a part at a time, lead to the most sat-
isfactory results.

Attendance. — The attendance in the schools during the past year
has not varied much from that in former years, being partly dependent
upon the capacity of the school-houses; but it would be well if there
were less tardiness and unexcused absence. If each parent could
realize that the absence of one pupil is not only an injury to himself,
but retards the progress of the class, and aids in depreciating the gen-
eral standard of scholarship, there would undoubtedly be greater punc-
tuality, and as a matter of course greater emulation and progress. If
we have a legal right to call upon property-holders who have no chil-
dren to contribute their proportion of the tax* for the support of the
public schools, they, on the other hand, have a right to demand a
proper portion of the time of the child for the purposes of education,
so that their money may not be misapplied.

Increase of Teachers 9 Salaries. — The same considerations with re-
gard to the enhanced cost of living which were presented in the Re-
port of last year have induced the Board to make some increase in
the salaries of the teachers. This is but a simple act of justice to
those who have devoted themselves so faithfully to the education of
our children, and who even now with this addition receive less in pro-
portion to their necessary expenses than they did five years ago.

Milford. — John W. Fowler, Esq., Secretary of Board of Educa-
tion.

Disadvantages of small Districts and of relying too much on the
Public Funds. — The condition of our common schools has been some-
what improved in the past year, perhaps as much as could be expected
under our present system of small districts and many different com-
mittees. In this exists the chief bar to any improvement, and it will
continue to be so, we fear, though there is now being made an effort
to consolidate and establish graded schools. But the necessary taxa-
tion is a great obstacle to us, who are already heavily burdened, and

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who have never raised for schools by taxation more than the sum re-
quired by law. If a law of the State compelled towns to raise by
taxation a sum at least equal to the amount received from public funds,
our common schools would be, perhaps, better by far than they now
are. They are now comparatively worthless, and chiefly because the
people have a public fund insufficient to maintain alone good schools,
but just enough to keep up a pretence, and to encourage an indisposition
to self-taxation. We had better be without assistance, if its effect is
to weaken us and to make us unable to help ourselves.

Morris. — Samuel M. Ensign, School Visitor.

Special Attention given to Spelling. — Great attention has been given
to spelling and reading; several scholars mis-spelled only one word
during a term of twenty weeks. The Acting School Visitor offered
Webster's Unabridged Dictionary to the best speller in the schools as
an inducement to increased attention to spelling. A trial took place
in March. Three hundred words were selected from Webster's Spell-
ing book without the knowledge of the competitors, who wrote them
from dictation. Every % was to be dotted, every t crossed, and every
letter to be distinctly written. The prize was carried off by a young
miss of sixteen, who mis-spelled only one word. Another of the same
age mis-spelled only two words.

School Library. — District No. 3 has a library of 150 volumes, has
expended the past year thirty-three dollars for books, has the best
school in town, and carried off the prize in spelling. The prosperity
of this school is due mainly to William B. Ames, Esq., who by word
and deed has labored for its advancement so successfully, that from
being the poorest school in town it is now the best. He says the
library has done more for the district than he has. All say that it is a
leaven which is silently doing its work.

New Britain. — B. N. Comings, M. D., Acting Visitor.

Average Attendance. — The average attendance in some of the dis-
tricts compared with the number enumerated between the ages of four
and sixteen is remarkably small — in one district only 26 per cent.
This suggests the importance of some legal measures for securing a
more general education of our youth.

Course of Study. — In order to secure a more perfect and complete
system of education in our public schools, the course of study in the
Grammar and High Schools has been re-arranged and systematized.
The course now prescribed is the result of careful deliberation, and it
is believed that it will be found to secure to the pupils in these schools
as large an amount of practical knowledge and mental training as can
be gained in schools of like grade. The classical course has been
made optional in the High School, and has been introduced to meet a
growing want in our community, and to afford an education at home
for youth who must otherwise be sent to other towns, and also to call
from abroad a sufficient number of pupils to give material aid in de-
fraying the expenses of the school .

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New Hartford. — Rev. Edwin Hall, Jr., Chairman of Board of
Visitors.

Antiquated Seats and Desks. — Most of the school-houses in the town
are in good condition, and fitted up with modern desks and seats.
That in the South-East Middle district has lately undergone repairs
which will render it more comfortable in the winter term than it has
been for many seasons past. While we are disposed to award a high
degree of credit to the district for their recent efforts in that line, we
must express our regret that they propose to retain for the present the
unsightly and uncomfortable seats and desks which have so long dis-
figured their school-room. We would respectfully remind them that
such seats and desks have been out of date for about thirty years, are
to be found scarcely any where but in Connecticut, and in very few-
places in " the land of steady habits." Two other districts still retain
the old desks ranged around the walls, and the seats without support
for the backs of the pupils. The records of antiquity do not afford
the means of determining the period in which the perverse workings
of human genius devised these instruments of torture for the discipline
of the rising generation. The most probable conjecture is that they
were fashioned after the traditional pattern of antediluvian saw-horses.
Seriously speaking, they are very formidable obstacles to the mainten-
ance of order, modesty, and propriety, in the houses where they still
exist, to say nothing of their extreme discomfort.

New* London. — Rev. S. B. Grant, Acting School Visitor.

Cooperation of Parents. — There is one other consideration which
the Acting Visitor would present to the parents and friends of educa-
tion. It is the more thorough cooperation of all with the teachers.
The teacher's work is an arduous one. He should have the coopera-
tion of all, and especially of parents. Parents will aid the teacher
essentially in his work by frequently visiting the school. Thus they
will encourage their own children, and all the rest of the school. The
pupils in any school will be more interested in their work if they see
that their parents are interested for them. A new impulse would be
given to our schools if during each term every parent or guardian
would visit the school in which his children are being taught

New Milford. — C. A. Todd, A. N. Baldwin, and Edward F.
Morehouse, School Visitors.

School Grounds. We have but few pleasant grounds connected
with our school-houses ; generally, the street is the only resort for the
children.

Parents. Many of them need the spur of the law to notify them of
their manifest indifference toward the educational welfare of their
offspring. We need a law compelling parents, in certain cases, to
send their children to the school-room.

The District Committees. Many of them need much admonishing
and urging to make them perform their duties according to law.

Irregular Attendance. This great hindrance to the cause of educa-
tion needs to be thoroughly removed, and we hope this can be done in

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a good degree by the execution of the law passed by the last Legis-
lature respecting truant and wandering children.

HoUbrooKs School Apparatus is in several schools, and some parts
of it are practically used by the teachers, though not as much as should
be for the benefit of the pupils.

North Braxford. Charles Page, Acting School Visitor.

Need of New School-houses, and a Method for Securing them. While
we are in immediate need of new and convenient school buildings,
there is little interest in the subject, and the day of reformation seems
far in the future. Our private houses are fitted up so as to render
them pleasant and attractive, but when some one proposes to do the
same thing with the school-houses, those who have no children to
educate fail to see any need of improvement, and are ready to vote
against any proposition for building. The Visitor would recommend
to parents that they visit the schools often, that they take interest
enough in the education of their children to go to the school-room and
note the progress they are making in their studies, examining the
room itself to see if it is adapted to their use, making it their special
care to see if the seats are such as they would like to occupy six hours-
each day. No person ought to think of making complaint against a
teacher until he he has spent at least the whole of one day in the
school of such teacher.

North Haven. — L. B. Thorpe, School Visitor.

Evil of Employing Cheap Teachers. The schools in general are
believed to be a little improvement upon the previous year. There
should not be so much blame laid upon poor teachers as poor commit*
tees, and after all, primarily, poor districts ; not poor in assessment,
but in management of school matters. Just so long as school districts,
from very mistaken ideas of economy, persist in limiting their school
support to a mere pittance, just so long will the cry of " poor schools'*
go up, and the teacher father the whole blame. Cheap teachers are
plenty, who do cheap work, and there is a corresponding cheapness all
round ; but the teachers cannot be blamed, except for mistaken views
as to their calling. Neither legislation nor force will mend this evil,
and not till districts are more liberal, more careful in the selection of
committees, and more rigid in their requirements of what a teacher
shall be, can we hope to have an honest, thorough reformation in school
matters.

Suggestion Respecting Text Books. It is suggested that the State
Board of Education come to some decision in regard to Text-Books,
and recommend a list to be used in the schools.

North Stonington. — Samuel A. Babcock and Van R. Gray,
School Visitors.

The Great Difficulty. The principal difficulty, and we are led to*
say the whole, is on the part of parents ; for if we have poor school-
houses, poor school officers, poor teachers, and poor schools, who is res-
ponsible ? The parents, in ninety-nine cases out of a hundred. The
15

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only interest they seem to manifest is that their school shall be in ses-
sion long enough to obtain the public money, and that it shall be
sustained by what is thus received. They will not employ a teacher
worthy the name, who commands a greater compensation. We think
there should be a law enacted that should oblige each district to raise
a sum of money equal to the amount received from public sources for
the support of its school. Some say, u As is the teacher, so will be
the school. " We would say, as are the parents, so will be the school
and everything pertaining to it

Give us better school-houses, better school officers, and better teach-
ers, and we will give you better schools, better societies, and fewer
candidates for the jail and prison.

Norwalk. — M. B. Pardee, Acting School Visitor.

Undue Regard to Cheapness. Perhaps the worst fault in the
management of the schools in this place is founded in the prevalent
idea that cheapness is the principal aim, both in securing teachers and
in providing and furnishing the houses in which they labor. Money
before merit is the maxim. Thus, an inefficient teacher is placed in
charge of the bodies, minds and souls of our children and youth,
because, forsooth, his or her services may be procured for a few dollars
less than those of a worthy instructor ; and even the poor efforts of
such are half paralyzed by the absence of every comfort and con-
venience, and the total lack of interest in parents, committee, and
community in general. In justice we must say there are a few
honorable exceptions, but there is a lamentable dearth of interest in
our common schools ; and many a parent sends his immortal child to
receive his first and lasting impressions in a place of less comfort and
taste than he would provide for his horse, and perhaps from a teacher
of less culture and remuneration than his hostler; and many a mother
buys a feather to adorn the hat of her child while the infant mind is
unfledged, and will never be able to soar above the commonest things.
The cause of education can never prosper among us while the entire
work of building up is thrown on the teacher's hands, even if that
teacher be faithful— ^ow much less if he be unfaithful. Many of our
school-houses are in a bad condition, and but few of them are properly
seated and furnished. Fewer still have maps, black boards, or any
apparatus to render study practical and attractive. Our graded
schools are better taught than the others, yet, the want of outside en-
couragement is equally apparent, and really worthy teachers have
become disheartened, and have left their unrewarded labors on this
very account.

Old Lyme. — Rev. D. S. Brainerd, Acting School Visitor.

Plan for Consolidation of Districts. — A plan is on foot for the
consolidation of several of our school districts and the erection of a
graded school. Some money has already been raised for this object,
and more is expected. We are continually agitating the subject, and
hope to be able to accomplish it soon. Our present method of com-
mon schopl education by no means meets our wants.

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Old Saybrook. — Rev. P. L. Shepard, Acting School Visitor.

Unsuitable District Committees. The Board of Visitors feel obliged
to protest against the practice, now so common, of appointing incom-
petent and uninterested persons for district committees. This has a
deleterious effect upon the schools, for the time at least, and leads to
the employment of inferior teachers, and to the utter failure of reliable
reports to the visitors, from which reports their information in their
report to the State Superintendent is mainly derived.

Indifference of Teachers. The Board of Visitors also lament the
want of due interest on the part of the teachers in general. Their
duties seem to be performed mainly in a perfunctory and inefficient
manner. The end of the session and the pay then due, seem to be
the end and object in view with most of our teachers. There is no
heart in their work, and as litle of the head and hands as possible.
We cannot hope for better results from our schools until we can make
it an object with young men and women to engage in teaching as a
profession, and to devote their life and labors to that one thing. A
divided service can never be effectual. Let us hold up teaching as
one of the great professions, which will pay in honor as well as in
money, and we shall soon have a better state of things.

Oxford. — N. J. Wilcoxson, Esq., Chairman of School Visitors.

Necessity for Provision for Increased Taxation. In view of the
condition of the rural districts for paucity of numbers, and consequently
the heavy burden realized in paying school expenses without taxation ;
in view, also, of the fact that towns are required by law to levy a tax
of fV of a mill, and that a considerable additional amount of the ex-
penses is paid out of the town treasury, may it not be well to advise
that we have a State law directing that towns shall establish a rate
per cent upon the scholar as tuition fee, and levy a property tax
therefor. For the prosperous success of popular education in the
agricultural districts it appears to be expedient, if not indispensable,
that a tax at large pay educational expenses.

Plymouth. — A. P. Fenn, Acting School Visitor.

Progress. — We are happy in the belief that substantial progress
has been made in the educational interests of the town during the past
year. We rejoice that the efforts made to secure better attendance
have, been partially successful, for taking into account the number
attending private schools, and the lack of seats, the number attending
our common schools the past year was unusually large. Although
the number of non-attendants is still large enough to excite our appre-
hension, yet with suitable accommodations for pupils, and earnest and
continued efforts of the friends of popular education, we believe this
number will soon be comparatively small.

Pomkret. — Rev. W. C. Alexander, Acting School Visitor.

New Books Introduced. — One year ago, by the wise and liberal action
of the town, the schools were supplied without cost with new and
approved text-books. No one who has looked into the school room .

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and watched the interest and enthusiasm thus created, can for a
moment doubt the wisdom of the investment It was a little thing for
the town of Pomfret to do, but the retnrns, — the semi-annual divi-
dends in summer and winter will be large. The truth has been again
confirmed that we can afford to do whatever the interests of education
demand. The books adopted by the Board are of unquestioned merit,
selected only after careful examination and faithful comparison with
other publications. -Unless the State move in the matter, which we
do not anticipate, the change thus happily concluded will remain good
for ten years to come.

Public Examination. — That the working of this introduction might
be evident to a larger number of citizens than are accustomed to visit
the schools during their regular sessions, a public examination of all
the schools was appointed to take place near the close of the winter
term, in the Town House. The day was clear and cold, and a large
and appreciative audience came together, representing all parts of the
town. The exercises were of a high order, reflecting credit upon the
teachers and the pupils. It was a pleasant thing to bring the chil-
dren, who before were strangers to eaih other, face to face, and to com-
pare the proficiency of the different schools, and the method of instruc-
tion adopted by different teachers. If it created a spirit of generous
emulation and rivalry, if it induced the purpose to excel in scholarship
and to exalt the common schools in the estimation of their friends and
patrons, the purpose entertained at the beginning has been fully
answered. What has now been accomplished we regard as a hopeful
preparation for the future work. If the guardians of our educational
interests will aim at a high grade of qualifications in teachers, and will
accept the truth that good schools cannot be created and sustained
without it, and demand that such and such only shall be employed, we
shall enter upon a brighter era than we have ever seen. Fairness
compels me to say that while some teachers the past year have
accquited themselves with honor, others have hardly reached the stand-
ard of mediocrity. If the public are disposed to inquire why the
Board, in the instances of mortifying failure in some of our schools,
have not interfered and said this thing cannot go on ; we reply that it
would only have been flying "from ills we have, to others that we know
not of." The remedy lies in the first case with the public and their
agents, the district committees. We would respectfully suggest that
teachers of experience and established reputation be sought, at least
for our larger schools. If one familiar with the working of common
schools twenty-five years ago had looked into the schools of this town
the past year he would not nave observed a very marked advance.
Charts and outline maps have been added to the necessary furnishing
of the school room, but with us it would be almost an unwarranted
outlay, for our teachers know nothing of their use. "Object lessons,"
and familiar illustration to relieve the dull monotony of the school
room, are resorted to in other places, but our children have, with
hardly an exception, no one to lead them in these pleasant paths of
fresh investigation and study. I will not insult your considerate judg-
ment, nor wound your sensibilities enough to inquire whether it be

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to a man unacquainted with - his trade, or our bodies when sick to a
quack, yet we do not hesitate a moment to intrust the moral and intel-
lectual training of our children to those totally unfitted for the task. Not
till we are thoroughly convinced that money expended for a poor
school is worse than wasted, will there be a reform in this respect.

School-Houses. In regard to school-houses, no improvement has
been made. * * * While there are a few public spirited indi-
viduals who desire a change in this respect, the majority, and those
the most wealthy, set themselves firmly against any change, and seem
to look upon every effort at reform as a conspiracy to rob them of
their money. These eminent conservatives use the old argument,
" the school-house was good enough for us, and is good enough for
those who now attend." Yet these same eminent conservatives are
very careful to have every thing about their own dwellings neat and
comfortable, and even elegant ; and would think it a great hardship
to live in the old houses in which their boyhood was spent With
such men argument is of no avail. The insatiable spirit of greed
overcomes all their better feelings, and blinds them to the true inter-
ests of themselves, and of the rising generation.

Ridgefield.— Rev. C. T. Woodruff, Acting School Visitor.

The teachers, as a whole, have done their duty faithfully. Consid-
ering the discouragements under which they have labored in. regard
to the pitiful wages paid, the irregular attendance, and the almost ab-
solute indifference of parents — it is astonishing they have had any
heart to do any thing.

Common Schools cannot prosper, cannot be what they ought to be,
so long as the first question is, how cheap can we get a teacher t We
need the best, at whatever cost. The knowledge imparted, the way
in which it is taught, the habits of mind as to definiteness, exact-
ness and thoroughness which are formed in our common schools, lay
the foundation for the future man or woman, and it is a suicidal poli-
cy, on the part of any people, not to have this foundation-work done
in the most complete manner.

But this is not all; a cheap teacher, if faithful, is better, in a given
school, than a succession of new teachers. It is a living fact, that
much of the valuable time of childhood is absolutely lost, by the in-
sane notion that is so prevalent, that there must be a semi-annual
change of teachers. The result is, that about half the time of the
new teacher is wasted in finding out the character and ability of the
scholars, and that of the scholars in finding out whether the teacher
can teach and govern him. Hence, it comes to pass that there is
little, if any real progress. The scholar takes up the same book, be-
gins it, and £ets about so far every term, and if he really learns any
thing definite in the end, it is, generally, because he is smarter than
the system under which he is living. We want teachers who love
their work, who teach to benefit the scholars, not to get a living, other
than by work. Teaching, when rightly considered, and faithfully
done, is quite as hard work, as any kind of labor, and he, or she, who
undertakes to teach, as a respectable way of shirking man-work, or

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woman-work, has greatly erred from the truth and miserably mista-
ken their calling.

It is with teachers, as with laborers in any field, if you want good
work done, you must employ good help, and if you get good help you
must pay a good price. You all understand it in regard to every
kind of business, and yet you dare to risk the polishing and setting of
your most valued jewels, the education of your children, in the hands
of incompetent workmen. Self-interest ought to teach people better.
Why, if the board of examiners should stand by the law, strictly, as
things now exist, your schools would be without teachers.

The fact is, if you employ cheap teachers and send them before the
board for examination, and the board reject them, you find fault
with the board— call them unnecessarily severe, declare you cannot
afford to pay a better teacher, or if, in consideration of the smallness
of- the school, or the age of the scholars, or your poverty, the board
grants a certificate, then you find fault with the teacher, because for-
sooth, she does not teach as well as the best.

People cannot throw the responsibility of these things on the dis-
trict committee, for they are your instructed agents. They have sins
of omission enough of their own, independent of the district. Each
district tells, or should tell, their committee what to do : and woe to
that committee man who dares do otherwise ! If you want a
thoroughly qualified teacher, all you have to do is to say so at the
district meeting. The difference in the expense is a trifle not worth
speaking of, but the difference in the minds of your children and in
their acquirements is immense. I'll venture to say that if the dif-
ferent districts in this town would determine to employ.no teacher
who was not fully up to the standard of the law, they would, in one
year see such an improvement in all respects, that no argument could
persuade them to return to the present system.

And while I am speaking on this point, I wish to say to you, that,
as a general thing, female teachers do far better than male teachers.
My observation and experience in schools convinces me that a female
teacher, who makes teaching her business, and is fitted to teach, is
more efficient, at least two to one, than any transient male teacher.
They have an aptness to teach, a patience in teaching, and they have,
in the very fact of their sex, and the respect which attaches to it,
more power and influence over all ages and sexes than one man in
ten, with all his muscle.

I say then to the people of this town ; your highest interest is to
employ none but the best teachers, pay them what they ask, give them
one boarding-place, see that they have a good house, plenty of books,
maps, and such things as are needed, and the result will more than
satisfy you all; you will find it the most profitable investment you ever
made. As things now are, you do not get an equivalent for the time
spent There is no difficulty in securing teachers under such a
management. Good wages always bring good workmen and plenty
of them. It is very bad policy to have teachers going away- from us
because they can command nearly double wages in an adjoining town.

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Rocky Hill. — Rufus W. Griswold, School Visitor.

Suggestion of a Remedy for the Great Diversity of SchoolrBooks.
— The State should have compiled and published a series of works for
our common schools — the geographies and histories to be amended and
added to, once, say, in five years, as changes may occur — and this se-
ries should be the only one allowed in the school-room. It would at
once do away with the great confusion which, under the present system
of competition, is almost unavoidable, and after the first two or three
years would save the people of the State thousands of dollars every
year. This matter should receive the serious attention of the State
Board of Education.

Roxburt.— Minott L. Beardsley, Acting School Visitor.

Hindrances. — Parental apathy to a great extent still prevails. The
irregular attendance of the pupils — that source of serious difficulty,
deranging the teacher*s efforts at classification, and impairing the pros-
perity of our schools — remains unremedied. The rigid economy prac-
ticed in some districts in order to secure a school with no outlay of
funds beyond the amount received from public sources, has (in one in-
stance at least) wrought its legitimate result. But though these and
many other causes have conspired to retard the progress of our schools,
still it is evident that in many instances improvement has been made.
Some of our teachers have had the energy and perseverance manfully
to combat these mighty evils, and occasionally their efforts have been
crowned with success. Could every parent be induced to visit our
schools, and to cooperate and sympathize with the teachers in their la-
borious duties, we should have fewer instances of disheartened, dis-
couraged teachers; and the remark would not be so often made that
"the funds appropriated for the benefit of our schools have been worse
than wasted." .

A New Plan Necessary. — From year to year we are more fully con- .
firmed in the opinion that there should be one person appointed in each
town to employ teachers for the town, and that the teacher should be
examined by a County Board appointed by the Legislature for that
purpose. In this way no favoritism could be shown, either by local
or town committees, and those but poorly qualified would be deterred
from offering themselves, while good teachers would receive better
compensation.

Saybrook. — J. H. Mather, Secretary of Board of Visitors.

Value of Teachers from the Normal School — The general improve-
ment of the schools has been creditable to the teachers who had charge
of them. Three of the teachers have been members of the Connecti-
cut Normal School, one of whom taught the higher department in
district No. 1 three years to the acceptance of all concerned. Her
successor proved herself a "workman" in her profession, thoroughly
qualified. The third, the teacher of the primary school in No. 1,
commenced her labors in November, 1861, and still retains her posi-
tion, going on successfully. All have won laurels for themselves.

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Proposed Change in ike Law concerning the Visitation of Schools.
—-We think the schools should be visited within three weeks of their
commencement, and within two weeks of their close; also once near
the middle of the term by the Chairman of the Board of Visitors or
by one of their number designated by them, at which time the Dis-
trict Committee and the parents who send any children to the school
should also attend for an examination of the schooL Such an exam-
ination would deeply excite all parties-— parents, children, and teach-
ers. Great good would be the result. The teacher's qualifications
and efforts would be brought to light. If he has any essential failings
they would be discoverable to all parties, and if necessary his removal
could be made.

Seymour. — Rev. 0. Ei Shannon, School "Visitor.

A High School Established. — During the year we have established
a town High School. It is very well attended, and is a complete suc-
cess. Our district schools are in a much better condition than ever
they were before. The cause of public education has taken a fresh
start in this town.

Sherman. — J. N. Woodruff, School Visitor.

Want of Interest in Schools. — The want of public interest on the
part of parents and guardians of the pupils must be regarded as hav-
ing a detrimental influence upon the general condition of our common
schools. The farmer has time to see to his workmen in the field, and
the mechanic to •versee his business in his workshop or manufactory.
The housewife watches carefully her seamstress or hired girl, so that
her work shall be done as she wishes. But neither of these can find
time to look into the school-house to see if the minds of their children
are being trained correctly. Can there not be some course taken by
the Superintendent of bur common schools to influence the patrons to
visit and interest themselves in these schools?

Southington. — Rev. E. C. Jones, School Visitor.

Public Examinations and Prizes* — When the schools are found to
be deficient in any particular branch of learning, we find it to be a
good thing to turn the channel of enthusiasm in that direction, if pos-
sible, by public examinations, trials, and prizes. This often suffices to
raise the standard at once throughout the town, both in teachers and
pupils.

Female Teachers. — Other things, being equal, female teachers, it is
believed, may be as useful, at least in the smaller schools, as male
teachers, and in many cases they quite excel.

Stamfobd. — Z. B. Nichols, School Visitor.

We need free schools throughout the State with compulsory attend-
ance of all children between six and fourteen years for at least six
months each year.

Let each town form one district^ having a paid committee to attend
to all the duties now devolving upon district committees and school
visitors; then impose a fine for not performing their duties properly.

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Stonington. — S. S. Griswold, Acting School Visitor.

District Committees. — The committee of a district should be one
who is capable of knowing what a good school is, and who will aim to
secure it by taking a deep interest in its welfare and securing a com-
petent teacher. Yet in many districts the men most competent for
the office of committtee utterly refuse to serve, and hence such dis-
tricts have to endure the incompetency of ignorance, the self-will of
conceit, and the pemiriousness of close-fistedness. The best man in
every district is none too good for a district committee. If such would
but serve, (as is doubtless their duty,) there are few positions which
open a better field for serving our fellow men.

School Meetings. — The annual school meetings should be attended
by all the legal voters of the several districts. These meetings should
be free from all party strife, and all should combine their wisdom for
the best interests of education among them. The man who will serve
the best interests of the children for the ensuing year should be
selected district committee. Such committee should be properly remu-
nerated for his services. Such a course would doubtless secure the
services of a competent committee in every district, while an opposite
course often inflicts upon a district a most serious evil.

Evils of Parsimony \ How to Prevent Them. — The practice of many
districts of limiting their school terms to their public money necessa-
rily determines the quantity and quality of their schools. If districts
were required to raise by taxation an amount equal to their propor-
tion of the public money it would much improve their schools, both in
character and duration That our common schools should be sustained
perhaps mainly by taxation is becoming more and more the opinion
of Legislators as well as Educators. The close of each financial year
should be both a settlement and a canceling of each district's indebt-
edness. If tuition fees do not meet the indebtedness, the balance
ought to be raised annually by a property tax.

Where tuition fees are laid they should be laid equally upon all the
children that attend the school, including both winter and summer
term, so that the public money can be equally appropriated to both
winter and summer schools. It is illegal to apply all the public
money to the winter school, and then impose a tuition fee upon those
who attend the summer school.

Thompson. — James A. Dean, Acting School Visitor.

Shameful and Annoying Delinquency of District Committees.—!
have waited, as you will observe, till the last day of grace before
making my report. This has been caused by failure to receive the
statistics from the district committees. After waiting till last week
I rode nearly all day to get them to attend to the matter ; and then as
two failed to report, I went again on Friday last, and finally succeeded
in getting them all. Now what is the remedy for this ? Is there no
pecuniary penalty upon the delinquent or his district ? And is there
no compensation to the one that spends his time in doing their business
for them, and wears out his horse, and his patience unless he has
a good stock on hand.

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Lectures on School Subjects.— I suggest that it would be well for
some energetic man or men in each district to make arrangements for
two or three lectures during the winter, obtaining some active friend
of education either in the town, or from abroad, and paying, (perhaps
by a collection,) his expenses and even something more, if need be.
I am convinced that if the people were fully aroused to the benefits
of education, and to the steps necessary to secure it for their children,
our schools would immediately show the beneficial effects. If health
and time permit, I propose to deliver at least one lecture in every
district that I visit this winter.

Tolland. — Rev. Abram Marsh, Acting School Visitor.

The Best Way to Gather Statistics.— The Acting School Visitor
should have the sole charge of statistics of the schools. There should
be no reports from the committee of the school districts. They are
rarely complete, and it costs more to correct them than to get the sta-
tistics from original sources. We want but one wheel where we have
two in this machine.

Number of Scholars Diminishing. — There are but few scholars in
the schools of this town. The number enumerated in 1832 was 533,
in 1865, 324 ; difference 209, loss more than 39 per cent.

We strongly recommend female teachers for the winter as well as
the summer terms, except in some cases for particular reasons. One
reason for this recommendation is the smaUness of the schools;
another reason, experience shows that the schools are as good under
female teachers ; still another reason, the schools would be longer for
the same money. We strongly urge the employing of the same teacher
for successive terms in the same school. The reasons for this are
obvious. Scholars will be led onward from term to term, and not con-
tinually put back, as is apt to be the case where teachers are changed
every term.

A High School Recommended* — The school in district No. 1 is
divided into two departments, with two terms for the higher depart-
ment under a teacher competent to teach higher branches, and with
three terms under a female teacher for the junior department. It is
of great importance that a High School should have existence in the
town by converting the senior department of the Centre school into
a High School. Many times during the last 30 years we have had a
select school, but it would be a better plan to have such a High School.
Such a school in Tolland would bring the education which our chil-
dren need up to the gold standard, such an education would be the gold
of the poor and the rich alike. The glory of our institutions is that
they level up. Tfcis is the power and the glory of our system of
education. All are elevated by it, and are better fitted to fulfill the
great duties of life.

Tobeington. — L. Wetmore, School Visitor.

A Free School. — The Wolcottville district, comprising about one-
half of the children within the town, voted by an overwhelming ma-
jority to maketheirs a free school, and laid a tax on the property of

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the district to raise some three thousand dollars to meet the expense
of our schools for the ensuing year.

We need one thing more to make our school complete, namely,
consolidation of the several schools in one building.

Trumbull. — Le Grand G. Beers and Benj. H. French, Acting
School Visitors.

Parental Indifference. — We are sorry to report that the old trouble
of parental indifference still prevails throughout most of the town.
With the exception of one district, the schools have seldom been visited
by the parents. Most of them have nevertheless been taught with a
good degree of success, which, while it does not prove that parental
interest and cooperation are unimportant, shows that a competent and
energetic teacher can do much in the absence of that important
auxiliary.

Though irregularity in attendance has been complained of by the
teachers in one or two schools, we think that evil has been generally
less prevalent than in former year. * * *

The state of our schools at present is much the same as in previous
years. We think, however, on the whole, that there is a gradual change
in the* right direction; and though they are not all we wish for, we
ought to be thankful for what they are.

Union. — R. O. Brown, School Visitor.

Our schools the past year have been unusually good, though one of
them was not able to make the desired progress on account of irregu-
lar attendance.

Increase of Parental Interest. — During the past year the parents in
some of the districts have manifested more than usual interest in the
schools. They have visited the school room quite often, and their
presence has been cheering to the pupils, and highly encouraging to
the teachers.

Vernon. — Rockville, Dr. S. G. Risley, Acting School Visitor.

The people in both districts of the village, have shown a growing
interest in the cause of education. School meetings have been at-
tended more and more fully when the prospects and interest of the
schools have been freely debated and acted upon. Schools have been
visited by parents and friends, and thus pupils and teachers have been
cheered and encouraged in their tasks and labors.

Dr. N. Gregory Hall, Acting School Visitor.

The other schools have as a whole been worthy of respect and
praise. While there might be many deficiencies pointed out in each,
vet collectively they are deserving of much credit Their average
is higher than that of any year for four previous years. They are
however, now very far from perfection. Still it is highly gratifying
to know that there is a progress upward toward a higher standard.

Ten teachers have been employed during the past year, not one
continuing in the same school two successive terms. The pupils in
our schools cannot make the progress they would if only one teacher

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was employed during the year. The rule should be, secure the ser-
vices of a good teacher, and if possible, retain her.

As has been intimated there has been more interest manifested on
the part of the public in behalf of our schools than usual. More in-
quiries have been made respecting the condition of the schools. A
greater number of school visits have been made than during any year
for four previous years. This increased interest may be due in part
to the fact that at the commencement of the year we introduced two
new series of text-books. It is a notorious fact that when you draw
upon a man's purse you touch a very sensitive spring of action that
will lead him at once to ascertain if possible,. whether he will receive
due compensation for the money expended. It was undoubtedly call*
ing into action this principle that led some at least to exhibit more
interest in our schools than heretofore. All of the interest manifest-
ed is not however, traceable to this cause. Great credit most cer-
tainly is due to the parents and guardians of the children in so will-
ingly supplying them with the new text books and making so little
objection to their introduction. It is certainly a most hopeful sign.
Say all we can however, in favor of our schools still they are very
far from being what they ought to be. And why ? One reason is,
apathy on the part not only of parents and guardians, but of the
friends of education. This is evident from the fact of the dilapidated
condition of some of our school-houses, of the low state of average
attendance, of the tardiness of the pupils, of their not being well sup-
plied with text-books, of the want of sympathy for and cooperation
with the teacher in her arduous work, but on the other hand too fre-
quently a disposition to criticise severely and to find fault. Such are
a few of the evidences which make it manifest that there is still too
much indifference in the community respecting our schools. In re-
gard to the condition of our school-houses, there has been in one or
two districts a decided improvement We hope it is but the beginning
of a great change in this respect. It is with feelings of deep regret
that I am obliged to allude again to the condition, the miserable con-
dition for accommodating the number of pupils, of the building, (I will

not call it a school-house) in the district. _ The district

out of regard to the health of their children, to say nothing of.
their education, ought to furnish them with better accommoda-
tions. I have visited that school when I should have had some
doubt whether there was oxygen enough in the air to support com-
bustion, had it not been for the fact that there were seated there on
those unendurable benches sixty pupils trying to breathe, somewhat
in the same manner as a fish does lying on the bank of a stream.
There is certainly great danger that our ohildren, many of them will
suffer from ill health by study and close confinement, even with the
best accommodations. When will men learn wisdom ? Our teachers
complain, and that justly, of the want of sympathy and aid of the
parents. The question is often asked, "Where are the parents? the
term is half through, and I've only seen one or two of the parents in
school." No one who has never taught knows how much good it
does a teacher to speak a kind word, a word of encouragement. It

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kindles up an enthusiasm and zeal for the work unfelt and perhaps
unknown before. Even the very presence of the parent in school
acts as a stimulus to a teacher. She feels she is not forgotten. I
plead that more parents visit our schools, that those who do visit
them, visit them oftener, and it would not be many terms before a
very decided improvement would be manifest in all our schools.
Another reason why our schools are not what they ought to be, is
found in the fact that our district committees do not always exercise
the care they ought in" the selection of teachers. I well know the
difficulties in the matter and would therefore be very charitable. I
know that sometimes when the utmost care has been used there have
been failures. Still there is too much of a disposition to secure the
services of the teacher that applies, without due inquiry as to her
general qualifications and her preyious success. Too great care cer-
tainly cannot be used in this matter. All the information it is possible
tc gain in reference to a teacher not well known to a committee should
be had before she is hired. The extent of the evil consequences re-
sulting from employing teachers not possessing the requisite qualifica-
tions for teaching a good school, are not, I apprehend, well understood.
The labor of a faithful teacher for half, and sometimes for a whole
term, are necessary to eradicate from the pupils bad habits of study
they have formed. Hence from one to two terms are nearly lost to
the pupils. If parents would visit the schools sufficiently often, and
observe so closely as to become fully aware of this fact, to see that
money expended in employing an inefficient teacher is worse than
thrown away, more care would certainly be exercised in obtaining
good teachers. The deficiencies in our teachers have not been, with
one or two exceptions, in intellectual capacity. The most prominent
and most common defects are want of ability to discipline a school,
and want of enthusiasm and zeal in their work. It is impossible for
a teacher not having enthusiasm and zeal herself to awaken it in her
pupils. And a dull school is about the dullest of all things. Method
in conducting the exercises of the school is also a very common fault
of teachers. I consider this of great importance in the education of
the young. Train a child during his school days to habits of method
in everything, and he will be methodical through life. It is superflu-
ous for me to enumerate the advantages of such habits in business
life. They are indispensable.

Voluntown. — William C. Stanton, and A. E. Bitgood, Acting
Visitor.

Fault-finding Parents. — We think our schools would be far more
successful if parents and guardians would take more interest in coop-
erating with and assisting the teachers in their arduous and important
duties. We know of a few parents who, although they are never
seen in the school, are always finding fault about the teacher and
school. Such parents, who obtain about all they know of the school
from their children, are frequently without any foundation whatever for
their fault-finding, and consequently they greatly impair the efficiency
of the school by their unfounded reports and unjust attacks upon the

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teacher. Irregular attendance still continues, to the great detriment
of our schools. We wish that parents could see the had effects which
irregular attendance has upon our schools. We think if they could
see it in its true light, they would lend a helping hand to prevent it

Wallingford. — Rev. B. J. Adams, Acting School Visitor.

How to Secure and Retain Good Teachers, — The teachers recom-
mended to us from the Normal School have uniformly proved success-
ful Still it is evident that the great obstacle to the highest efficiency
of our schools is the incompetency of teachers. The first minds in the
community ought to be encouraged to engage in the work of teaching.
It is a work which can not be properly done by any boy or girl who
may think it would be a fine thing to teach school one or two terms.
A special preparation is needed for it as much as for any of the so-
called learned professions.

If we could have thoroughly qualified and experienced teachers in
all our schools for a few generations it would be one of the richest
blessings to society, and would hasten the coming of that predicted
time when "wisdom and knowledge shall be the stability of the
times."

What can be done to secure an improvement in teachers and schools?
Let what good teachers there are be engaged and continued in the
same school as long as possible, and let their compensation be sufficient
to keep them in the employment. There are not at present good
teachers enough to supply all the schools, but create the demand and
you will have the supply. Let the people insist on having teachers of
the requisite qualifications, and they will be forthcoming, if the people
are willing to pay for them. Refuse to hire cheap teachers. Let poor
teachers be discharged as soon as their incompetence is ascertained.
Parents must keep their eye on the teacher, and must frequently visit
the school if they would encourage him and stimulate him to do his
work well. They must aid him in maintaining discipline, must teach
their children to obey him, and must concede to him all due authority
and let him exercise it, even if their children receive correction.
They should see to it that their children are regular and punctual in
attendance, and that there is a commodious and pleasant school-house.
Some of the farmers have barns better than the school-houses, showing
that they are quite as thoughtful for their domestic animals as for the
comfort of their children during the years they spend in obtaining an
education. The fact is, the people do not, as a njass, duly appreciate
the importance of educating the rising generation. They think more
of making them rich in material possessions than of conferring upon
them the more valuable and durable riches of knowledge, and of men-
tal and moral worth.

Importance of Establishing either a Graded School or a High SchooL
—Is it not a standing reproach to this town that we do not furnish to
our young people facilities for acquiring a thorough education in the
higher mathematics, the natural sciences, and the classics? If Con-
necticut had a law Hke Massachusetts, Wallingford would be under
the necessity of having a High SchooL Our town will continue to be

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destitute of young men preparing for college and for the learned pro-
fessions, so long as we are destitute of a school of a higher grade than
any we now have. Our young men grow up without acquiring much
literary taste. Shall these things continue so to be? Shall our young
men continue to prefer to spend their evenings at some place of amuse-
ment, rather than with some useful book in science or history? We
shall not take that position in education which we ought to take till
we establish a High School.

Warren. — Rev. William E. Bassett, Acting Visitor.

Small Districts — Antiquated Usage. — There are two districts in
Warren which are without a school or a comfortable place for a school.
Their population is scattered and poor. The old way of charging
scholars only for the days of their attendance has been followed in all
the schools in this town. This is believed to encourage irregularity,
and efforts are being made to lead to a conformity to the law in this
respect,

Washington. — Stephen S. Baldwin and Gould C. Whittlesey,
Acting Visitors.

Obstacles. — The greatest obstacles are general apathy and parental
indifference. The former is manifest at our meetings for the election
of district officers, and making provision for our schools, where, it is
believed, (unless a direct tax is to be levied,) not one-fourth of those
most interested, or one-eighth of the legal voters, are ever seen. It is
also manifest in the election of district committees. Not every person
of the best judgment as to the qualities or the value of a good horse
or pair of oxen is competent to judge the value of a thorough educator,
or what is necessary to a good school. Not every mechanic who
knows what tools are necessary to the prosecution of his trade, and
how to keep them in order, knows what tools are necessary and the
order in which they must be kept to secure the successful operation of
a common school. Not rotation in office but live school men should be
the motto in the selection of district officers. There is a difference in
our schools; but what has made this difference? Not the teacher alto-
gether, for many of our teachers have labored alike faithfully, but
some have not been sustained by the sympathy and cooperation of
the parents. In some of our schools not more than two or three, and
in some not even one parent, is seen during the term ; while in two
others, and those the most prosperous, almost every parent, and more
visitors than pupils, were present at the last examination. What shall
we think of that farmer, or mechanic, or housekeeper, who should have
no greater anxiety about their help than most parents manifest in re-
gard to those who have the training of tfieir children. In the one case
it is a mere matter of dollars and cents, in the other the training of
the immortal mind.

Waterbury. — Thomas L. Hendricken and Rev. Elisha Whittle-
sey, Acting School Visitors.

Influence of Examination and Premiums. — There are two ways by
which a real advancement can be secured in our schools. Always to
16

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provide an adequate number of well-trained teachers, and to give to
the pupils sufficient motive for exertion. These are the two great
conditions in compliance with which only can real progress in education
be secured, and many of the difficulties and obstacles which we com-
plain of be surmounted. Granted for a moment that all ardent, ener-
getic, and well-disciplined teachers could not be found to the number
we require them, it is of far less importance than a want of a provision
that would afford a stimulus to the pupils themselves. Now this can
be done by holding out to the pupil that he shall be rewarded for his
labors after a fair test of his attainments. It is trifling with the ques-
tion to say that pupils should be taught to labor from a higher induce-
ment than the hope of a premium. Allowing the abstract truth of
the principle, we must, notwithstanding, confess thac the desire of
praise and the hope of reward are universally implanted in the human
breast, and we must deal with old and young as we find them.

Waterford. — Nathaniel A. Chapman, Chairman of Board of
Visitors.

Improvement during the Tear. — There is more desire for improve-
ment among parents and others than ever; the schools have been more
frequently visited, children's books examined and commented upon, a
desire to procure better teachers, paying better prices for their serv-
ices, and more disposition on the part of the people to tax themselves
in their annual district meetings than ever before. The gradual in-
troduction of text-books for the schools will, I have no doubt, lead to
very great improvement, and will encourage teachers to make greater
exertions for the improvement of those under their charge. We hope
at the end of another year to show still greater progress.

Watertowt*. — A. C. Eggleston, Secretary of Board of School
Visitors.

Increased Town Taxation Recommended. — If possible get the Leg-
islature to raise the town tax from -fa of a mill to *fo, at least, or bet-
ter still, to 1 7 TT . It will be immensely better to approximate, at least,
the free school system.

Woodbury. — P. M. Trowbridge, Acting Visitor.

Beneficial effect of a Teachers 9 Institute. — The Teachers' Institute
for Litchfield County, held in this town in October, 1864, gave a de-
cided impulse to our schools, stimulating teachers to fresh zeal, and
awakening a new interest in the whole community, the effects of which
are still plainly visible.

Westbrook. — Rev. J. IJ. Pettingell, Acting Visitor.

Need of Improvements in School-houses. Several of the school-
houses need very much to be repaired and remodeled. The influence
of a cheerful and convenient room upon the minds and habits, not to
speak of the health of the scholars, is a consideration, of no small
importance. The welfare of the school is promoted by making the
room as pleasant and attractive as possible to the teacher and pupils.
If the walls are dirty and ragged, and the seats uncomfortable, and

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ill-arranged at that, the windows without any shades to prevent the .
glare of the sun in summer, and with joints so open as to let in the
cold air in winter, the wood green and made to hum with great diffi-
culty, and the stove dilapidated and murky, it can hardly be expected
that any ordinary teacher will be able to keep what is called " a good
school." Yet this is the condition of several of our school-houses.

Diversity of Text-Books. The diversity of text-books, not only in
the different* schools in the town, but also among scholars of the same
school, is a source of much inconvenience, and a serious drawback on
the prosperity of our schools. This evil has been growing upon us for
several years, and it is impossible to check it without the exercise of
some authority on the part of the school visitors. The same books
are handed down front generation to generation of scholars ; others
of a later date are brought in by pupils who had no predecessors in
the family ; others still by those who came from abroad ; and yet others
are brought down from the academy ; so that we have come to have
a complete medley of books, and often in a class, or what should be •
a class of half a dozen pupils in some branch of study, no two of them
have the same text-book. The teacher has not the time to hear
them all recite separately, and if he had, it would be much better
for these pupils to be in a class together; but this is quite impossible
unless they use the same text-book. Some of these books are cer-
tainly much superior to others, but a uniformity with any one of them
would be better for the school than the present state of things. In
deciding upon the books to be used in the various branches, while we
have desired to adopt the best so far as practicable, we have also
wished to make as little'change as possible, and to avoid all unnecessary
expense. We have, therefore, in all cases, selected some one from
among the number in use, as the best, and as the standard to which
the schools will be expected to conform. It will be necessary to
insist on this regulation for the coming year, * ** * and teachers
will be instructed to carry this regulation into effect.

A High School Desirable. It is much to be regretted that the town
is not ready at once to accept the system which is becoming so com-
mon in this State, and which is almost universal elsewhere— of grading
the schools — so that we can have at least one good high school, which
shall come under the provisions of the Common School law and
receive the benefit of the public funds to aid in its support. If such a
school were maintained the year round, with a competent gentleman
teacher, we see no reason why female teachers might not be retained
in all our districts both summer and winter. In this case, the expense
of this high school would be an additional tax upon the town, while it
would give to our older scholars an opportunity of pursuing the
higher branches without any additional expense. The money which
is now expended by the few in sustaining a feeble and uncertain pri-
vate school in the academy, and that which is expended by some of
our citizens, in educating their children in schools out of town, would
be more than sufficient, under this plan, for sustaining here a town
high school of the very highest grade. Thus, the high school, instead

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of weakening our district schools, and operating as a discouragement
to them, would cooperate with them, and would he felt as a healthful
stimulus in all of our district schools. This arrangement, which we
urged without effect last year, and which the State Superintendent, in
his last annual report, so strongly commended, is becoming very
general, and we cannot doubt that this town, though it may bring up
the rear, will, before many years, be constrained by the force of public
sentiment, if not by statute, to adopt it.

The Abolishment of Districts Recommended. It could be wished
also that the old district system, which might perhaps have answered
some good purpose at first, but which has had its day, and is going
out of use at the East, and is utterly^ discarded in the newer States as
cumbersome and detrimental to harmony of action and progress, were
abolished with us, and that the town y as every town ought, would
consent to take the schools under its own care, as one of its most im-
portant interests. The towns are farther advised that the ,-% of a mill
tax which they raise for the support of their schools is the very lowest s
fraction allowed by law, and is quite inadequate to our wants. Many
towns exceed this amount, some of them tenfold it, and the general
average throughout the State is much above this. It could be wished
that there was a law requiring every town to raise by taxation at least
as much as they receive from the School Fund. This would add
another tenth of a mill to our tax, making it T % of a mill. At any rate
the town should raise enough by general tax to relieve the district
(except in special cases) from the necessity of laying an additional
tax, for if the money is to be raised, it would save much time and
trouble, and some expense, to have it raised by one general tax
rather than after the inconvenient, complicated and uncertain way in
which it is. now raised. According to the present mode of operation
the action of the district depends upon the action of the town, and
when there is a delay in apportioning the town money, the district
can not tell how much to raise, the committee can not make out their
report, as by law they are required to do on or before the 15th of Sep-
tember; the visitors' report must also be incomplete, it is impossible
to pay off the teachers, and everything is hurried and uncertain at the
end of the year.

Weston. — J. R. Nichols, Acting Visitor.

Parents in Fault. While some parents have blamed their children's
teachers for real or imaginary causes, it is believed that the teachers
have tried to do their duty. The visitor would respectfully suggest
whether parents themselves are not to be blamed for some things
which act as a drawback to the teacher, and counteract his influence ?
Do parents try to assist and encourage him by trying to teach their
children at home out of school-hours? How many are kept out of
school for trivial causes, thus making more trouble to the teacher by
not being with the class ? These, among other things, ought not to
be.

School-houses. Another thing to which the visitor would call atten-
tion is the situation of the different school-houses, with one exception,

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close to the public streets. They ought to be located back from the
. road, so as to have a yard in front for a play-ground.

Presents. It has been the custom for the teachers to give presents
to their pupils at the close Q,f each term. The visitor .would suggest
whether it would not be better for the several districts to offer through
their committees, prizes to be given to the most deserving? The dis-
tricts are better able to do so than the teachers, and could distribute
more valuable prizes as inducements to study.

Willington. — Albert Sharp and J. M. Browne, School Visitors.

Need of Parental Interest. It is greatly to be desired that parents
and friends of the children should be seen in the school-room. The
teacher feels the influence of their presence, awakening his interest,
and eliciting his efforts to gratify the interest of his friends by doing
well. It is the calamity of most of our schools that so few of the
parents manifest interest enough to take this easy way of doing so
much good.

Diversity of Text-Books. It has been a settled policy with the
Committee to simplify the work of the teacher as much as possible by
uniformity of text-books. In most of the schools this has been, to a
great extent, accomplished; but in some of the schools a few of the
old text-books are pertinaciously retained, thus multiplying classes,
and stinting the progress of the pupils.

Teachers. As a whole, the Committee believe that our schools the
past year have not only accomplished very satisfactory results, but
in important respects have made decided progress in the right
direction. THere has been more caution, and in many cases better
success in the selection of teachers. And on the part of many of our
teachers there has been an ambition to excel — a conscientious endeavor
to discharge their high responsibilities.

Windham.— E. D, Bentley and J. G. Clark, Visitors.

Teachers. — Good teachers are scarce. This arises from several
causes. In the first place the demand for labor, and the advanced
rate of wages and profits in almost every branch of business, have
drawn off many excellent teachers into other pursuits and occupations.
To this may be added, that schools in many other places are paying
larger salaries. There is no reason why teachers should accept a
smaller compensation for services than a similar grade of talent in
other occupations. Districts must give attention to salaries, or there
will be serious deterioration in our schools.

Many of our teachers could be much improved by attendance upon
the State Normal School ; some if not by acquiring knowledge, to
learn how to express their knowledge and communicate it to others,
and to learn the best methods of teaching.

Music. — Vocal music is receiving some — perhaps increased atten-
tion each year. Its influence is subduing, refining and elevating, upon
both boys and girls. But very little is done in acquiring the rudi-
ments of music as a science. We would suggest that in many of our
schools where the teacher does not understand the rules of music, a

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competent music teacher be employed to give one lesson of one boar
per week in the school If a musical instrument can be secured for
the school, so much the better. If districts do not provide such musi-
cal instruction the formation of " singing . classes n outside the school
should be encouraged. We believe that so far as time and money are
concerned, no department of our schools would make better returns
than the musical.

Discipline. — As a general thing our schools are under quite good
discipline, and we have heard no great complaint by parents the past
year. Good discipline is the foundation of a good school. There are
different ways of securing it. We have seen schools where the heavy
and exact machinery of order, the rigid position of pupils, the awe
and fear of the teacher, the death-like stillness pervading the school-
room, were absolutely painful ; such schools had a reputation for fine
discipline. We have seen other schools where the attention of pupils
was so concentrated and thoroughly absorbed in studies and duties,
that they seemed to forget many little proprieties of position and order,
and the school wore a little the appearance of carelessness, though
there was not to be observed a single willful or marked impropriety.
Such schools had perhaps little reputation in discipline. Yet we
should greatly prefer the discipline of the latter to the former. We
would, however, advance no Utopian theories of discipline. We would
take our schools as they are, often made up in part of refractory boys
and girls. It seems to us the time has not yet come, or rather our
schools are not prepared to entirely dispense with corporal punish-
ment. It is still needed, as a reserve power, when other means have
been sufficiently tried. No one, however, can fail to see that the sys-
tem of corporal punishment is fast losing ground. The mental and
moral powers must be more fully drawn out to aid in discipline, and
thus the pupil is taught the most valuable of all discipline — se/f-disci-
pline. To make the discipline of our schools what it should be, compell-
ing the teacher to draw largely on the mental and moral resources of the
pupil, and to banish much of the uncalled for use of corporal punish-
ment, a rule like this would do much : that the teacher be required to
. make a record in the School Register, of each case of corporal punish-
ment inflicted — specifying the offense quite minutely — the kind and
degree of punishment inflicted, there to be a record in future time of
the pupil's offense, and of the teacher's method of administering pun-
ishment. Both pupil and teacher would desire to avoid such a record.
History. — The study of history is, we fear, greatly undervalued in
—our schools, and by many cf our teachers. It is a sort of connect-
ing link which binds together all one's other acquirements of knowl-
edge, and a teacher acquainted with it can do far more in interesting
and instructing a class in almost every branch, than one whose knowl-
edge of it is meagre. Many teachers in town cannot pass a credita-
ble examination in the History of the United States, and only a por-
tion have any knowledge of general history.

Drawing and Black-boards. — All our schools are provided with
black-boards, and considerable use is made of them ; still they might
be more profitably used if the teachers were better acquainted with,

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and the pupils taught the rules of drawing. Great proficiency in
instructing could be made if teachers had their knowledge at the
" tips " of their fingers, as well as on the " tip " of their tongues.

Woodstock. — 0. Fisher and L. J. Wells, Acting Visitors.

More Competent Teachers Requisite. — The Acting Visitors are
pleased to notice the general interest manifested in the education of
the young by the parents and friends in the several districts. One or
two suggestions they deem not improper. The exercise of more dis-
cretion in hiring teachers, and allowing sufficient compensation to se-
cure well-qualified and efficient teachers, would give us better schools,
and prevent some unpleasant failures. Young men will generally seek
those employments which afford the best remuneration. At present
male teachers get much less pay than mechanics, and less than many
common day-laborers ; and female teachers get much less than good
milliners, or those engaged as operatives in . factories. Consequently
there is but little inducement for one to qualify himself for the work
of a thorough and successful teacher. Teachers should not only have
good native talent and some maturity of thought and judgm3nt,Jbut a
thorough knowledge of the studies taught. To secure such, it will
not do in all cases to depend solely upon the public funds, if the inhab-
itants would have good schools and terms of usual length. While the
amount of money received from the School Fund remains about the
same in the aggregate, the number of children in the State is increas-
ing. Consequently the amount divided per capita is growing less ev-
ery year. And in districts where, in addition to this fact, the number
of scholars also decreases, there seems to be a disposition to cut down
the wages of teachers accordingly. Better, if no more funds can be
raised, to have shorter terms under good teachers than long ones under
poor teachers. We have too many cheap teachers for the welfare of
our schools or the good of the community.

Outline Maps. — We would suggest that the districts more generally
supply themselves with outline maps. They are of great importance
to scholars in acquiring a knowledge of geography. The State pro-
vides assistance to every district, upon proper application, in the pur-
chase of maps and other school appliances. The first installment is
ten dollars, subsequent five dollars each ; and many towns in the State
are particular to avail themselves of the prifflege thus afforded.

Injudicious Remarks. — We would also speak of the deleterious
effects of injudicious remarks in regard to teachers by parents in the
presence of their ehildren.

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GENERAL INDEX.

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INDEX TO SECRETARY'S REPORT AND APPENDIX.

Pag«.

Academies, incorporated, list of, - - - - 48, 4

and High Schools, - - - 41, 54

Agriculture in Connecticut, statistics of in 1850 and 1860, 24

and manufactures in Connecticut, relative value of,

in 1850 and 1860, 24

American Institute of Instruction, meeting at New Haven in

1865, 69

American Journal of Education, • - - - - 68

Appendix to the Report, ----- 97-223

Attendance, average, in public schools, - - - 28, 9

towns having highest and lowest, - 31, 2

Barnard's Journal of Education, - - - 68

Board of Education, report of, 5

Camp, D. N. resignation of, - - - - -112

services of, - - - - - 95

Children enumerated, 1865 and 1866, - - 19, 27

1-820 to 1865, 22

relative number diminishing, - 22

employed in factories, - - - - 81-8
law respecting, - - - 176, 7

not enforced, - 82-7

facts respecting reported by School Visitors, 84-7
in public schools, number registered, 27

per centage of, - - 27, 8

average attendance, - - 28, 9
towns having highest and lowest aver-
age attendance, - - 81, 2
neglected and truant, - 81-8

registered, towns having highest and lowest per centage
of, 29, 30

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228

Page.

Colleges and professional schools, .... 62-4

number of students in, - 62

residences of students in, - 63

Common School Journal, ..... 68

Connecticut, standing and condition of, - - - 25, 6

young men, number of at colleges in other States, 64

resources and population of, - - 25

Consolidation of districts, advantages of, - - - 79, 80

in New Haven, - - 80,81

meaning of, - - 79

Convention of School Visitors and Committees recommended, - 94

Corporal punishment in schools, a decision respecting by Judge

E. I. Sanford, - - • - - 100-102

Decimal system of Weights and Measures, - - 103

District system, abolition of, recommended, - - 70-81

disadvantages of enumerated, - - 78, 9

'remedy for, - - • 79

evils of illustrated, - - - 72-8

Districts, average number in each town, - - 70

consolidation of, see Consolidation. *

Educational bureau, permanent establishment of by the State

recommended, - - - - - 68, 95

Educational conferences recommended, - - 68, 94

Evening schools for factory children, - - 84, 87

Factory children, evening schools for, - 84, 87

facts reported concerning, - - 84-7

law respecting not enforced, - 82-7

new law respecting suggested, - - 86, 87

Foreign born citizens of Connecticut, per centage of, - 21

Gillette, Hon. F. statement of, .... 56

services o£ - - - - 110

Graded schools, towns maintaining, ... 38-40

Higher education, provision for in New Haven Colony, - 89

public provision for in the several towns, 47-54

High Schools and Academies, - - - -. 41-54

an essential part of a good common school system, 89-93

law respecting in the Connecticut Colony, A. D.

1650,- - - - , - - 92

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High Schools maintained by towns, list of, - - - 45

districts, list of, - - - 46

necessity and advantages of, - - - 89-93

Land improved, acres of per square mile in each State, - 23, 4
Libraries, see School Libraries.

Manufacturers in Connecticut, statistics of in 1850 and 1860, 24

Money per child enumerated, towns raising most and least, 34, 5

Neglected children, - - - - - 81-8
Normal School, - - - 6,55-61,108-24

change of instructors, - 55

correspondence respecting, - 117-24-

general principles as to its management, 59-61

instructors in, 1849-66, ... 110, 11
list of graduates teaching in Connecticut in

1865, 114-16

new boarding-house projected, - 60
number of graduates engaged in teaching

in 1865, - - - ■ - - 58

number of pupils and graduates 1850-65, - 113

1865-6, - 56

resignation of Prof. Camp, - - 112

terms and vacations, - - - - 109

of admission, - - 57, 108

trustees of, 1849-65, - - - - 110

Population of Connecticut, - - - - 21, 2

Reports printed by towns and districts, - - - 99

Resources of Connecticut, .... 22-4

School-houses, new, August, 1864, to August, 1865, - - 37

School laws in force, January, 1866, - - - 153-77

index to the same, - - - 179-82
libraries, amount reported as contributed for in the
several towns, -
districts which have drawn money for from

the State treasury the past year,
modification of law respecting State appro-

tion for recommended,
State appropriation for, -

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Page.

School Visitors and committees, State convention of, recommended, 94

in the several towns, list of, - - 125-8

Shemeld Scientific School, - - - 61, 2, 107

Statistics of schools, tables of by towns and counties, - 129-47

summary of, in general, - - - 19, 20

by counties, - . - 148-50

Supplementary schools, ..... 64-6

Deaf and Dumb Asylum, - 64

Home for Imbecile and Idiotic youth, 64

Reform School, - - - 64, 5

Soldiers' Orphan Home, - 65

Taxation for schools, amount raised by, - - 32, 3

1856-65, - 33

Teachers' Association, State, - - - 68

good influence of, - 94

Institutes, - - - - 66, 7

at Portland and Sharon, Prof. Camp's

report, - - - - 104

Teachers' wages of, 1856-65, - - - ^36

graduated at Normal School, list of, - - 114

Text-books, diversity of, ... - 38

Truant law of 1865 referred to, - - 88

and neglected children, - - - - 81-8

Visitors, see School Visitors.

Wages of teachers, 1856-65, - - 86

Wealth of States in proportion to population, - - 23

Weights and measures, decimal system of, - - 103

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ERRATA.
Page 24, 3d line from the bottom, for 75,756 read 57,756.
Page 45, 1 6th line from the bottom, East Hartford High school should be placed

with district high schools, page 46.
Page 52, 1st line, for 1853 read 1855.

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